This abstract is set in the context of my journey as a neurodivergent woman, undertaking my M.Ed while simultaneously developing a decade long career in the care, education, and support of neurodivergent and disabled children, youth, and their families. The efficacy of intervention has always been significant to me, and throughout my M.Ed Ethics of Care and relational leadership gave definition to the practices I chose to embrace. I contend that practicing transformational, relational leadership, and Ethics of Care increases the efficacy of interventions and education for neurodivergent and disabled learners across contexts. ABA (Applied Behavior Analysis) and behaviorism are highly controversial sciences, focusing intently on the efficacy of practice with a history of controversial practices. Understanding the stimuli that are most conducive to effective and ethical behavior change could be paradigm shifting. In my experience, adopting these philosophies was the “missing piece” to the behavior analytic theory I had previously been exposed to, that differentiated my practice from that of my colleagues. Accepting Ethics of Care and knowledge of leadership styles into the enterprise of ABA serves to validate the interpersonal nature of the science, creating behavior change through connection and not compliance.
