Saviors and Services: The Interface of Neoliberal Deprivation,Hegemonic Christianity,Social Exclusion,and Rural Church Resource Provision☆

With one-third of rural areas in the United States living in persistently high poverty, churches are some of the most prolific—and often only—sources of resource-provision in rural places. This paper qualitatively examines the complex role that churches play as resource providers in rural areas. Further, we examine the ways churches are helpful and/or harmful in meeting the needs of those experiencing vulnerability. We fuse hegemonic Christianity with social exclusion and neoliberalism to argue that rural people may not only experience ostracization and othering, but can also lose access to already-limited resources in rural areas as a result. Using community-based action research, ethnography, 47 semi-structured interviews, and research participant-driven photography from a town we call Gordon, we find that while churches are important resource-providers, they perpetuate hegemonic Christianity, hold exclusionary power, and act as critical gatekeepers for resources. This often results in ostracization and jeopardizes resource provision for those most vulnerable. This is a critical finding that demonstrates the complexity of resource provision, church influence, and rurality. We highlight participants’ suggestions for ways to expand services in rural places without solely relying on religious organizations.     

Using a Lag Schedule of Reinforcement to Increase Response Variability in Children With Autism Spectrum Disorders

Lag reinforcement schedules have been shown in previous research to be an effective intervention for teaching verbal and nonverbal response variability to individuals with developmental disabilities. In more recent research, variability itself has been considered a reinforceable behavior in its own right (Susa & Schlinger, The Analysis of Verbal Behavior, 18, 125–130, 2012). Lag x schedules of reinforcement can be used to teach variability by using contingencies that require responses to differ from previous responses. The present study extended Susa and Schlinger’s, The Analysis of Verbal Behavior, 18, 125–130, (2012) research by using 3 social questions instead of 1 in a random rotation and included probes to test for generality. A changing-criterion design was used to evaluate the results with one 11-year-old female participant diagnosed with autism. During baseline, the participant provided little variability, with rote responses. During the Lag 1 and Lag 2 phases, appropriate variable verbal responding increased with the use of echoic prompts, visual aids, and an error correction procedure. Further, the results also showed that the participant learned to vary her responses by demonstrating the ability to emit 11 novel prompted responses and 13 spontaneous responses.In addition, the participant was able to retain the skills learned in a maintenance probe conducted 4 weeks postintervention.