Applied Behavior Analysis: Current Myths in Public Education

2013

The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding...

Journal of the American Academy of Special Education Professional, 2013

The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators.

With rising numbers of school-aged children with autism educated in mainstream classrooms and applied behavior analysis (ABA) considered the basis of best practice, teachers' knowledge in this field has become a key concern for inclusion. Self-reported knowledge of ABA of special needs teachers (n = 165) was measured and compared to their actual knowledge of ABA demonstrated in accurate responses to a multiple-choice test. Findings reported here show that teachers' self-perceived knowledge exceeded actual knowledge and that actual knowledge of ABA was not related to training received by government agency. Implications for teacher training are discussed.

The Journal of Special Education, 2004

This study provides an analysis of case law concerning applied behavior analysis (ABA) for students with autism to determine outcome-related factors. The authors classified the 68 pertinent hearing/ review officer and court decisions published in EHLR ( Education for Handicapped Law Report) and IDELR ( Individuals with Disabilities Education Law Report) into 2 groups representing the central issues of contention between parents and districts—program selection (e.g., instructional approach) and program implementation (e.g., its location, duration, or frequency). For both groups, the outcomes, in terms of who won, did not favor either parents or districts. The three factors predominantly associated with wins by either party for both groups of decisions were testimony of witnesses, documentation of progress, and Individualized Education Program elements.

The current study aimed at assessing the knowledge level of teachers of children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) strategies in Zarka City. Furthermore, the study attempted to explore whether teachers' knowledge level differ according to their gender, years of experience, level of education, or specialized training. The sample of this study comprised of (60) teachers (25 male and 35 female). In order to achieve the goals of this study, the researcher constructed a questionnaire. The final version of it consisted of (27) items. The results showed that teachers of children with Autism Spectrum Disorder were given a high degree of importance on the whole scale. The mean was (2.95). The results also indicated no statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to gender or level of education, while there were statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to training. Finally, the results indicated statistically significant differences in total degrees of importance and no statistically significant differences in total degrees of use of (ABA) strategies can be attributed to years of experience.

“Autism may be a part of a child; it's not everything he/she is. A child is so much more than a diagnosis.” Childhood is made difficult by many mental health problems which make it less enjoyable. The prevalence rate of autism in India is 1 in 250 (figure may vary as many cases are not diagnosed) and currently 10 million people are suffering in India. Autism is a complex neuro developmental disorder that manifests in children by the age of three. The degree may vary from mild to very severe and is hence it is known as Autism Spectrum Disorder. Government of India now recognizes autism as a disability. There are many interventions to help these children. Applied behavior analysis (ABA) is one of the techniques. Today, ABA is widely recognized as a safe and effective treatment for autism. In particular, ABA principles and techniques can foster basic skills such as looking, listening and imitating, as well as complex skills such as reading, conversing and understanding another person's perspective. Such studies have demonstrated that many children with autism experience significant improvements in learning, reasoning, communication and adaptability when they participate in high-quality ABA programs. ABA techniques are effective for building important life skills in teens and adults with autism. However, the benefits of intensive ABA programs remain far less studied in teens and adults than they have been with young children. This is a research area of particular interest to Autism Speaks and its supporters. Keywords: applied behavior analysis, autism, India, childhood

2020

Autism Spectrum Disorder is a neurological developmental disorder that affects a child’s ability to communicate, and socialize. Children with ASD as well have nonfunctional repetitive behaviors, activities and restricted interests. Many children with ASD may have intellectual disabilities, anxiety and sensory processing disorders in a comorbid state. Commonly, learners with ASD exhibit inappropriate and challenging behaviors that comprise attention and in turn significant time is lost redirecting behavior in class and during therapy sessions. Unwanted Behaviors in learners with ASD play three functions inclusive of avoiding work, earning a reward and getting attention. Managing unwanted behavior require that teachers and families identify the core triggers and functional cause of the targeted behavior. This is usually achieved through conduction of an objective process known as functional behavior analyses. When this is done successfully then what follows is a scientific behavior mo...

Behavior Modification, 2001

Among the numerous treatments available for helping to educate people with autism, applied behavior analysis (ABA) is the best lmpiricalty evaluated, as many articles in this dual-volume special issue document. Unfortunately, the best supported treatnents are not always the best disseminated or accepted. Recently, however, ABA

Journal of Intellectual Disabilities, 2005

Interventions for children with autism based upon Applied Behaviour Analysis (ABA) has been repeatedly shown to be related both to educational gains and to reductions in challenging behaviours. However, to date, comprehensive training in ABA for teachers and others have been limited. Over 7 months, 11 teachers undertook 90 hours of classroom instruction and supervision in ABA. Each teacher conducted a comprehensive functional assessment and designed a behaviour support plan targeting one behaviour for one child with an autistic disorder. Target behaviours included aggression, non-compliance and specific educational skills. Teachers recorded observational data for the target behaviour for both baseline and intervention sessions. Support plans produced an average 80 percent change in frequency of occurrence of target behaviours. Questionnaires completed by parents and teachers at the end of the course indicated a beneficial effect for the children and the educational environment. The ...