Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use

• Published in: Teaching exceptional children Vol. 50; no. 6; pp. 381 - 393
• Main Authors: Trump, Cary E., Pennington, Robert C., Travers, Jason C., Ringdahl, Joel E., Whiteside, Erinn E., Ayres, Kevin M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2018; SAGE PUBLICATIONS, INC
• Subjects: Autism; Behavior Modification; Communication (Thought Transfer); Compliance (Psychology); Data Collection; Functional Behavioral Assessment; Pervasive Developmental Disorders; Positive Reinforcement; Punishment; Special Education
• ISSN: 0040-0599; 2163-5684
• DOI: 10.1177/0040059918775020

Applied behavior analysis (ABA), or the application of behavioral principles to important social issues, has long served a crucial role in programming for special education students. Its procedures have been well established in the research literature and many deemed as evidence-based practices for students with and without disabilities. Unfortunately, it is often subject to misconceptions (e.g., it is only for students with ASD) and in some cases associated with a past marred by the use of unsavory practices (e.g., restraint, electric shock). However, the adoption of behavior-analytic practice can be an important tool for teachers. ABA complements any educational endeavor in that it places the learner front and center within intervention and instructional design and demands that educators are accountable and resilient in supporting students in achieving the highest quality of life possible.