(REC) Nothing About Us Without Us: Incorporating Autistic Feedback Through Community Collaboration

This presentation will focus on the importance of including neurodivergent individuals and their families in the decision-making processes and treatment plans that affect them. The phrase “Nothing About Us Without Us” has long been a rallying cry for disability advocacy, emphasizing the right of individuals to have a voice in matters that impact their lives. This session will delve into how BCBAs can incorporate this philosophy into their practice to foster respect, collaboration, and more effective outcomes for neurodivergent clients.

Learning Objectives:

• Learners will be able to explain the importance of incorporating autistic feedback into service design, applying relevant ethical principles from the BACB Ethics Code to ensure culturally responsive and inclusive practices in autism services.
• Learners will be able to develop strategies for meaningful collaboration with autistic individuals and their families, using inclusive decision-making models that prioritize their perspectives in behavior interventions and treatment planning.
• Learners will be able to recognize biases in autism research and practice, assess the impact of excluding autistic voices, and propose solutions to overcome challenges in community collaboration to improve service outcomes.

PRESENTERS: Katelyn Kendrick, M.Ed., BCBA, CTSS, BCASE

Katelyn E. Kendrick (they/them) is a Board Certified Behavior Analyst with a focus on neurodiversity and trauma-informed practices. They reside and work in the Denver-Metro area, bringing over 10 years of experience in the fields of ABA and Special Education. Their educational background includes a B.A. in US History with a minor in Education from The University of California, Riverside, obtained in 2015, and an M.Ed. in Behavior Analysis from the University of Cincinnati in 2017. Beyond their professional endeavors, Katelyn has dedicated over 15 years to advocacy and political movements. Their journey began with involvement in the fight for marriage equality, spurred by the passage of Proposition 8 in California. Since then, they have actively engaged in DEIA initiatives within behavior analytic professional organizations such as the Association for Contextual Behavioral Science, The Colorado Association of Behavior Analysis, and Mindful Behavior. Additionally, Katelyn has contributed to community theater organizations in the Denver-metro region, including the Phamaly Theatre Company (the longest running disability-affirmative theatre in the US), Vintage Theatre Company, and The Aurora Fox. Living at the intersection of multiple identities, Katelyn embraces their life as an autistic, mentally ill, pansexual, and non-binary femme individual.

Hattie-Angelys Fox, MS.Ed./Sp.Ed; BCBA, NYS-LBA

Hattie-Angelys Fox (she/her) is a Neurodivergent Behavioral Educator with over 20 years of experience in the field. As a mother of two neurodivergent children, she has firsthand understanding of the challenges families face, both in navigating the complexities of neurodivergence and in seeking appropriate human support services. Hattie-Angelys is deeply committed to supporting individuals and families in acquiring the skills necessary to manage and thrive in their daily lives, with a focus on contextually aligned, psychologically flexible strategies. Hattie-Angelys began her career in public education over two decades ago as a Teacher’s Assistant in elementary schools. Throughout her career, she has worked with learners of varying needs and diagnoses in school, home, and community settings, always learning from her clients. She often credits the people she serves for teaching her some of the most valuable skills she now applies in her practice. She holds dual certification as an Early Childhood Educator and has training in both Montessori and Waldorf education. Her experience with the Montessori method emphasized the importance of intentional environmental design, while her exposure to Waldorf education reinforced her commitment to developmentally appropriate practices. Hattie-Angelys earned her Master’s degree from Touro University Graduate School of Education and completed an Advanced Certificate in Behavior Analysis from the Florida Institute of Technology. As a BCBA, she has provided services to individuals across the lifespan—infants, children, teens, and young adults—focusing on the development of prosocial behaviors that strengthen and sustain healthy, dignified, and reciprocal relationship. Hattie-Angelys’s work is driven by a dedication to fostering meaningful change in the lives of those she serves, ensuring that individuals grow with the support they need to achieve their fullest potential.