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

Trump, Cary E.; Pennington, Robert C.; Travers, Jason C.; Ringdahl, Joel E.; Whiteside, Erinn; Ayres, Kevin M.

doi:10.1177/0040059918775020

Cited by 30 publications

(28 citation statements)

References 21 publications

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“…Opportunities to practice specific skills and strategies happen through course content and classroom practical experiences. Special education training program courses on classroom/behavior management incorporate sets of knowledge and skills that focus on elements of Applied Behavior Analysis (ABA) through readings, lectures, and practical experiences for preservice teachers (Alberto & Troutman, 2013;Lee & Axelrod, 2005;Trump et al, 2018). While this remains true for base content instruction, there has been a shift over the past few decades to include relationship development and cultural considerations as a part of classroom/behavior management (Levin & Nolan, 2014;Shepherd & Linn, 2014).…”

Section: Teaching Classroom/behavior Management As Structuring the Learning Environmentmentioning

confidence: 99%

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

Taylor

Bhana

2021

JOSEP

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In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

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Section: Teaching Classroom/behavior Management As Structuring the Learning Environmentmentioning

confidence: 99%

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

Taylor

Bhana

2021

JOSEP

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“…ABA, an approach based on behavioral psychology and built on principles of operant conditioning in particular, aims behavioral changes through modification of environmental events associated with the behavior (Boutot & Hume, 2012;Tekin-İftar, 2014;Trump et al, 2018). ABA is an evidence-based intervention that has been long used to increase appropriate behaviors and decrease negative behaviors among individuals with ASD (Boutot & Hume, 2012;Kurt, 2012;Tekin-İftar, 2014).…”

Section: Aba and Asdmentioning

confidence: 99%

“…ABA is used in inclusive environments at preschool institutions for development of children with ASD in the field of skills that challenges their inclusion into inclusive environments at preschool institutions as well as for reduction of problem behaviors. In the following sections of the study, information on differential reinforcement, naturalistic teaching strategies, activity schedules and story-based interventions widely used in preschool institutions are provided (Kırcaali-İftar & Odluyurt, 2012;NAC, 2015;Sucuoğlu, 2012;Trump et al, 2018).…”

Section: Aba In Inclusive Practices For Preschool Children With Asdmentioning

confidence: 99%

“…Differential reinforcement is one of the widely used methods in the process of reducing or eliminating behavioral problems and/or increasing proper behavior to children with ASD (Olçay- Gül, 2014;Sucuoğlu, 2010;Trump et al, 2018). To this end, it is important to carry out functional assessment that is the first step in all behavior changing plans, before appliying differential reinforcement.…”

Section: Differential Reinforcementmentioning

confidence: 99%

“…Accordingly, functions of behavioral problem are identified through a variety of methods such as interview, observation and behavior assessment scales. After the function of the behavior has been determined, the most effective method is identified, and a behavior intervention plan is implemented (Cooper, Heron, & Heward, 2007;Sucuoğlu, 2012;Trump et al, 2018). Since the intervention is not based on punishment but based on reinforcement of the individual's appropriate behavior, the primary method recommended for use in behavior intervention plans is differential reinforcement.…”

Section: Differential Reinforcementmentioning

confidence: 99%

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Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklarının Kaynaştırma/Bütünleştirme Ortamlarına Uygulamalı Davranış Analizinden Yansımalar

Aslan

2020

Sakarya University Journal of Education

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Öz. Otizm spektrum bozukluğu (OSB) için en umut vaat eden ve olumlu sonuçlar veren uygulama, erken yıllardan itibaren bire-bir olarak başlayan ve kaynaştırma/bütünleştirme ortamlarında da devam eden nitelikli özel eğitim hizmetleridir. OSB tanılı bireylerin eğitimlerinde kullanılması önerilen uygulamalı davranış analizine (UDA) dayalı kanıt temelli yöntemler başarılı özel eğitim ve kaynaştırma/bütünleştirme uygulamaları için önem taşımaktadır. Bu derleme çalışmasında okul öncesi kaynaştırma/bütünleştirme ortamlarında yaygın olarak kullanılan UDA'ya dayalı belli başlı odaklanmış uygulamalardan ayrımlı pekiştirmeye, doğal öğretim stratejilerine, etkinlik çizelgelerine ve öykü temelli uygulamalara ilişkin bilgiler sunulmuştur. Bu derleme çalışmasında, sınıfında OSB tanılı çocuk bulunan okul öncesi öğretmenleri başta olmak üzere tüm uygulamacılara, ailelere ve araştırmacılara yol gösterici olabileceği düşüncesiyle, uygulamalara ve ileri araştırmalara dönük önerilere yer verilmiştir.

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From eligibility assessment to intervention for students with autism spectrum disorder

Goldstein

Sellars

Velez

2022

Psychology in the Schools

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The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of “autistic behaviors” in the general population are not fully understood, however, census‐matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals.

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

Cited by 30 publications

References 21 publications

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

Otizm Spektrum Bozukluğu Olan Okul Öncesi Çocuklarının Kaynaştırma/Bütünleştirme Ortamlarına Uygulamalı Davranış Analizinden Yansımalar

From eligibility assessment to intervention for students with autism spectrum disorder

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