Teachers‘ Attitudes Toward Behavior Modification

Musgrove, Walter J.; Harms, Robert A.

doi:10.1002/j.2164-6171.1975.tb00081.x

Cited by 2 publications

(7 citation statements)

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“…The Cronbach's alpha for the ABM in phase one of testing was 0.93, and in phase two, 0.91. These scores indicate a high overall internal consistency among the 20 items representing teacher attitudes towards ABA and are comparable with past research (e.g., 0.94; Musgrove & Harms, ). The means and standard deviations ( SD ) are reported in Table .…”

Section: Resultssupporting

confidence: 87%

“…A modified version of the ABM scale (Musgrove & Harms, ) consisted of 13 positive and 7 negative statements adapted to measure attitudes of teachers towards ABA (Appendix A). Each of the 20 items were rated on a 5‐point Likert scale ranging from strongly agree (SA) to strongly disagree (SD), with high scores indicating strong support for the statement.…”

Section: Methodsmentioning

confidence: 99%

“…On this scale, the higher the score, the more positive the attitude with middle range scores indicating a neutral or uncommitted attitude. Musgrove and Harms () reported the ABM to have a standard error of measurement of 3.25 and a Kuder–Richardson reliability coefficient of 0.95, suggesting that the ABM is psychometrically reliable.…”

Section: Methodsmentioning

confidence: 99%

“…It is expected that a short seminar on ABA will help to inform teachers, helping cultivate more favorable attitudes towards its methods. Specifically, it is hypothesized that attendance at a professional development seminar on ABA will influence the adoption of more positive attitudes towards ABA; that is, teachers' overall attitudes as determined by post‐intervention results measured using the modified version of the ABM (Musgrove & Harms, ) will demonstrate a positive and significant shift.…”

Section: Changing Attitudes Towards Abamentioning

confidence: 99%

“…Negative perceptions of behavioral techniques have existed for decades. Early research into teacher attitudes towards behavioral approaches in the classroom has yielded mixed results, ranging from negative (e.g., Stewart, Goodman, & Hammond, ), slightly better than neutral (Musgrove & Harms, ), through to undecided (Throll & Ryan, ), to ethical and valuable (Frey, ). It has been emphasized more recently that the need to market ABA to educators is needed for schools to adopt it more readily (Austin & Marshall, 2008).…”

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confidence: 99%

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Examining the Effects of Brief Training on the Attitudes and Future Use of Behavioral Methods by Teachers

Allen

Bowles

2014

Behavioral Interventions

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Teachers from government and independent schools anonymously completed a measure of attitudes towards applied behavior analysis (ABA) before and after participation in a short seminar on ABA. A total of 187 primary teachers provided data on professional qualifications, years of teaching, school type, number of students in the classroom, and prior knowledge of ABA. Data were also collected on the number of students with a disability the teacher had instructed. Survey results suggested that, before and after the seminar, teachers held negative attitudes towards ABA. These attitudes, however, significantly and positively shifted after attending the seminar. Neither the number of students taught with a disability over the last 5 years nor teacher type (e.g., specialist or classroom) nor school type (e.g., independent or government) was significantly related to the attitude measure. The findings have implications for ongoing teacher education and professional development, as well as for school psychologists tailoring interventions and framing recommendations for teachers in mainstream primary settings.

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Section: Resultssupporting

confidence: 87%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Changing Attitudes Towards Abamentioning

confidence: 99%

mentioning

confidence: 99%

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