Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use
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...
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| Published in | Teaching exceptional children Vol. 50; no. 6; pp. 381 - 393 |
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| Main Authors | , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.07.2018
SAGE PUBLICATIONS, INC |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0040-0599 2163-5684 |
| DOI | 10.1177/0040059918775020 |
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| Abstract | 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. |
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| AbstractList | 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. |
| Author | Whiteside, Erinn E. Travers, Jason C. Trump, Cary E. Ayres, Kevin M. Pennington, Robert C. Ringdahl, Joel E. |
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| Cites_doi | 10.1007/s10882-017-9564-y 10.1901/jaba.1988.21-381 10.1901/jaba.1985.18-111 10.1007/BF03391716 10.1177/1098300711398935 10.1002/bin.1388 10.1016/0891-4222(87)90001-1 10.1901/jaba.1972.5-19 10.1177/1362361315605972 10.1177/154079699001500301 10.1037/h0032412 10.1007/s10803-014-2351-z 10.1901/jaba.1992.25-71 10.1037/0022-006X.55.1.3 10.1002/jaba.205 10.1177/2165143416680347 |
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| SubjectTerms | Autism Behavior Modification Communication (Thought Transfer) Compliance (Psychology) Data Collection Functional Behavioral Assessment Pervasive Developmental Disorders Positive Reinforcement Punishment Special Education |
| Title | Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use |
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