Date of Award
6-2025
Culminating Project Type
Thesis
Styleguide
apa
Degree Name
Applied Behavior Analysis: M.S.
Department
Community Psychology, Counseling and Family Therapy
College
School of Health and Human Services
First Advisor
Michele Traub, PhD, BCBA-D
Second Advisor
Odessa Luna, PhD, BCBA-D
Third Advisor
Stephen Walker, PhD, BCBA-D
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Gender, equity, equality, neurodivergence, prosocial behaviors
Abstract
The following study aimed to quantify gender equity and equality in behavior-analytic research and to identify significant differences in prosocial learning objectives for adolescent male and female participants with ASD, ADD, and/or ADHD and no intellectual impairment. This was achieved by conducting a literature review assessing participant sex/gender demographics and comparing results against the diagnostic rate of one female individual to four male individuals. Results indicated that over half the articles (61%) had a 20% or greater female participant base thereby representing diagnostic gender equity. The next level of analysis involved determining types of prosocial learning objectives taught between male and female participants, including social-emotional learning, social skills, emotional learning, self-regulation, coping skills, and self-advocacy. Results suggested that research with a higher female participant base focused more on appropriate social interactions with peers and family whereas studies with more male participants focused on self-regulation and educational success.
Recommended Citation
Kendall, Victoria L., "Addressing Gender Equity and Equality through Participant Demographics in Behavioral Research" (2025). Culminating Projects in Community Psychology, Counseling and Family Therapy. 121.
https://repository.stcloudstate.edu/cpcf_etds/121
