Ameigh, MarijkeCrone-Todd, Darlene2022-05-192022-05-192022-05-05http://hdl.handle.net/20.500.13013/2479It is valuable that the field of behavior analysis continues to develop methods of improving inclusive and culturally responsive practices within standard training methods. The LGBTQIA+ community has a diverse set of terminology used to describe the identities that exists within it. For direct support professionals in behavior analysis to serve this community in a culturally responsive way, they must have a foundational understanding of the terms and definitions associated with the community. There have been limited efforts made to specifically train staff on issues of the LGBTQIA+ community. This study used programmed instruction via online training modules as a method of providing raining to five direct support professionals on LGBTQIA+ terms and issues. Four online modules were created using equivalency-based instruction to teach specific terms and definitions. Three equivalence classes were established and trained ( A=term, B=definition, and C=scenario). All three classes were trained to mastery within the module sets. A pre and post-test was used determine the learner’s acquisition of the material. All five participants showed at least a 2.5 point increase on posttest scores compared to pretest scores. All participants were able to complete modules to mastery. The use of equivalence-based programmed instruction did appear to improve fluency of terms.eventVerbal behaviorEquivalence-based instructionBehavior analysisCultural responsivenessProgrammed instruction