Building Bridges: Collaborations in ABA, Self-Determination, and Cultural Adaptation During My Fulbright Stay at UNC
I am very grateful to Dr. Brian Boyd, the host of this exchange, for giving me the opportunity to visit the Frank Porter Graham Child Development Institute FPG Research Center at University of North Carolina at Chapel Hill (UNC-Chapel Hill). During my Fulbright research stay at FPG, I had the opportunity to engage deeply with scholars and practitioners in the fields of inclusive education, evidence-based practices, applied behavior analysis (ABA), self-determination, and culturally responsive teaching. One of the central themes of my academic inquiry was self-determination, particularly in the context of individuals with disabilities. Through collaborative discussions and paper development, I explored how self-determination can be fostered in educational settings, not only as a behavioral construct but also as a culturally embedded value. I also appreciate that FPG provided further coverage of my Fulbright academic exchange. Please refer to: https://fpg.unc.edu/news/fpg-welcomes-fulbright-senior-researcher
I attended the Association for Behavior Analysis International Annual Convention, where sessions on diversity, equity, and inclusion (DEI) in behavior analytic services highlighted the importance of adapting interventions to cultural contexts. These discussions reinforced the need to integrate culturally responsive teaching into ABA practices, especially when working with families from diverse backgrounds. I also engaged in discussions with Dr. Ann Sam and Dr. Jessica Steinbrenner regarding the AFIRM project, adapted from Advancing Social-Communication and Play, and the Individual Growth and Development Indicators (IGDIs) for infants and toddlers, focusing on how to provide evidence-based strategies and interventions. Our conversations also focused on how these resources could be culturally adapted for use in Taiwan, emphasizing the importance of family-centered and context-sensitive approaches.
Moreover, I participated in multiple workshops on Generative AI in academic research, including sessions on ethical frameworks, bias detection, and AI-assisted writing. These experiences broadened my understanding of how AI can support scholarly work while maintaining integrity and cultural sensitivity. I also explored the potential of AI as a co-teaching tool in ABA supervision and intervention design, particularly in enhancing fidelity and accessibility.
Bridging Theory and Practice: Insights from Site Visits and Practitioner Dialogues in Early Childhood ABA
My Fulbright experience was enriched by numerous site visits and practitioner dialogues that bridged theory and practice. I observed early childhood programs such as Bright Horizons, Mariposa School, and Spanish for Fun Academy, where I witnessed the implementation of ABA strategies in inclusive settings. These visits provided insights into how evidence-based practices are adapted to meet the needs of children with autism and other developmental differences.
At the Carolina Institute for Developmental Disabilities (CIDD), I observed a transdisciplinary assessment process involving psychologists and speech-language pathologists. This model exemplified the integration of evidence-based tools such as the Differential Ability Scale and TACL-4, and highlighted the importance of collaborative decision-making in early intervention.
I also engaged with scholars at UNC-Charlotte, including Drs. Hedda Meadan, Charlie Wood, and Virginia Walker, to discuss multi-tiered systems of support (MTSS) and coaching models for teacher training. Their work on telepractice and cascading interventions offered valuable perspectives on how technology can enhance the reach and effectiveness of ABA services.
Throughout these exchanges, I reflected on the challenges of implementing inclusive practices in different cultural and policy contexts. For example, while the U.S. has robust support systems, access to services often depends on insurance coverage, which can create barriers for families. These observations will inform my efforts to adapt and advocate for more equitable systems in Taiwan.
Fostering Creativity and Inclusion: Lessons from Museums Promoting Children’s Voice and Rights
Beyond academic and professional engagements, my Fulbright journey was deeply enriched by cultural experiences that illuminated the values of creativity, inclusion, and children’s rights. I visited a variety of museums, including the Kidzu Children’s Museum, Marbles Kids Museum, and the Museum of Life and Science, all of which offered immersive, child-centered environments that fostered exploration and emotional expression. These spaces emphasized play-based learning, STEAM education, and family engagement, aligning with the principles of the Reggio Emilia approach and inclusive design. At Kidzu’s “The Nest,” I learned about a collaborative project with FPG called Inclusive PreK STEM Playgroups, which aims to empower caregivers and children through STEM activities. This initiative reflects a commitment to equity and early learning opportunities for all children, including those with disabilities.
I was particularly moved by the way these museums promote children’s agency and voice. For example, children were encouraged to lead group activities, express emotions, and share personal stories through travel journals and classroom discussions. These practices resonate with the United Nations Convention on the Rights of the Child, which advocates for children’s participation and belonging.
Through these cultural exchanges, I gained a deeper appreciation for how public spaces can support holistic child development and community inclusion. These experiences will inform my future work in designing culturally responsive and inclusive learning environments in Taiwan.
Transformative Learning Through International Collaboration: A Fulbright Scholar’s Journey
My Fulbright short-term research experience at UNC-Chapel Hill has profoundly reshaped my understanding of inclusive education, interdisciplinary collaboration, and the integration of AI in behavioral and early childhood research. Through immersive participation in conferences, workshops, and site visits, I gained firsthand insights into how evidence-based practices are implemented across diverse educational and clinical settings in the U.S.
One of the most impactful aspects was the opportunity to engage with over 20
I was particularly moved by the way these museums promote children’s agency and voice. For example, children were encouraged to lead group activities, express emotions, and share personal stories through travel journals and classroom discussions. These practices resonate with the United Nations Convention on the Rights of the Child, which advocates for children’s participation and belonging.
The experience also challenged me to rethink how we support educators and families. Observing transdisciplinary assessment teams, inclusive preschool models, and community-based programs highlighted the importance of systemic support and cultural responsiveness. I now see clearer pathways for adapting tools like TPOT, AFIRM, and Pyramid Model to fit Taiwan’s context.
Finally, the integration of AI in academic writing, data analysis, and instructional design sparked new ideas for my teaching and research. This journey has not only enriched my professional growth but also reaffirmed the value of global dialogue in advancing equity and innovation in education.
