The impact of staff training on special educational needs professionals’ attitudes toward and understanding of applied behavior analysis

Smyth, Sinéad; Reading, Benjamin E; McDowell, Claire

doi:10.1177/1744629517739160

Cited by 4 publications

(5 citation statements)

References 8 publications

(15 reference statements)

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“…The current study examined the use of PBL to increase participants' ABA knowledge of ABA strategies and increase professional skills, and the results showed that participants significantly increased their familiarity with ABA principles, ABA strategies, ABA skills, FBAs, and BIPs after completing the BCP. This finding was like a previous study conducted by Smyth et al (2019), who employed professional development to increase teachers' knowledge and enhance their attitudes towards ABA. In addition, results from this study indicate that participants felt they had gained knowledge and understanding of these concepts after completing the BCP.…”

Section: Discussionsupporting

confidence: 86%

“…ABA knowledge and strategies can be taught very quickly and effectively to teachers. Smyth et al (2019) held one 90minute ABA training with special needs teachers in Northern Ireland, and the results showed increased knowledge of ABA and more positive teacher self-reported attitudes toward ABA (Smyth et al, 2019). The foundation of behavior intervention plans is functional behavior assessments, in which the teacher analyzes data to determine the function of the target or problem behavior.…”

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confidence: 99%

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Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Koltonski,

2023

TxEP

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Classroom management is a leading challenge for teachers. Applied Behavior Analysis (ABA) strategies can improve classroom management, however, there is a lack of research on teaching ABA skills. One approach to teaching new skills is Project Based Learning (PBL). Using a PBL format, this study implemented a Behavior Change Project where participants completed a project that incorporated ABA strategies. Pre- and post-assessments showed positive increases, indicating participants gained a better knowledge about ABA and classroom management strategies. Results indicate participants felt more comfortable implementing ABA strategies and designing data collection procedures. In addition, this project helped participants increase professional skills.

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Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 99%

Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Koltonski,

2023

TxEP

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“…Regarding ABA concepts, even though the Czech trainers were more aware of every concept in comparison to the North Macedonian trainers, the overall low percentage highlights the needs for additional trainings, especially on the use of proactive strategies (Smyth et al. 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…It is hypothesized that a solid educational foundation in ABA would result in practices by trainers that better support the needs of caregivers of autistic children (Smyth et al. 2019 ). This is supported by the Czech Republic’s availability of coursework beginning in 2016 which appeared to boost access to ABA services in the region.…”

Section: Discussionmentioning

confidence: 99%

Examining the perceptions of needs, services and abilities of Czech and North Macedonian caregivers of children with autism and trainers

Kingsdorf

Pančocha

Troshanska

et al. 2022

International Journal of Developmental Disabilities

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Effective practices for supporting families with autistic children ensure a match between their needs and the expectations and competencies of the clinician. Applied behavior analysis (ABA) services are a common provision for serving autistic individuals. However, in regions where ABA is in its infancy, like the Czech Republic and North Macedonia, culturally relevant resources, regulations for practice, and standardized coursework are missing. In their absence, it is necessary to investigate the degree to which practitioners in the regions are meeting the behavioral needs of families. Assessing this match can set the stage for establishing more stable and effective services in the areas, as well as neighboring countries with similar historical foundations. Therefore, a survey was conducted to examine the perceptions of caregivers and trainers (those who self-identified as providing support to families with autistic children). A total of 233 caregivers and 204 trainers participated. Analysis of the survey responses verified the lack of behavioral knowledge on the part of the trainers, the apparent lack of access to ABA services for families in both regions, a potential misalignment between family needs and training targets, and the disparities between the two countries. The information evaluated here can be used to guide preservice training, dissemination efforts, and regulations surrounding behavioral practices.

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“…응용행동분석의 인식적 연구는 부모, 특수교사, 다른 분야 전문가 등을 대상으로 응용행동분석의 경험, 인식, 요구 등을 확인하고 있다 (김혜영, 이성 봉, 2018; 민건홍, 2019; 박계신, 2012; 이도영, 이성봉, 2019; 장미순, 강길웅, 김은경, 2009). 응용 행동분석 치료지원 제공자의 인식연구도 이루어지고 있으나 국외뿐만 아니라 국내에서도 그 수 가 미비하여 응용행동분석이 나아가야할 방향을 제시하는 데 한계가 있다 (이효신, 2006;Smyth, Reading, & McDowell, 2019).…”

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The Experience and Perception of ABA therapists on Intervention of Applied Behavior Analysis

Hae¹,

Choi²

2020

Journal of Behavior Analysis and Support

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The study investigated the learning experiences and perceptions of ABA therapists on intervention of applied behavior analysis. A survey of 84 ABA therapists intervening applied behavior analysis was conducted on learning experience, perceptions and needs. The results of the study are as follows. First, ABA therapists are learning about applied behavior analysis in a variety of ways. Second, ABA therapists recognized the lack of support for team approach, cooperation and environmental system as barriers to intervention of applied behavior analysis. And ABA therapists recognized the budget problems and lack of service providers as barriers to intervention proposals in applied behavior analysis. Although the attitude toward the applied behavior analysis was positive, it was recognized that it took some time to implement the strategy for applied behavior analysis. Third, ABA therapists expected that applied behavior analysis should be intervened early and that intervention would be effective in various areas. In addition, ABA therapists recognized the need for collaboration in relevant fields for effective intervention in applied behavioral analysis. The learning and support needs for intervention of applied behavior analysis were found to have greater demands for individual competence than the environmental system. The results of the study are meaningful as basic data to stabilize the social foundation for intervention of applied behavior analysis and seek qualitative growth measures.

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The impact of staff training on special educational needs professionals’ attitudes toward and understanding of applied behavior analysis

Abstract: Further research is needed to address the impact of training on classroom practice.

Cited by 4 publications

References 8 publications

Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Using Project Based Learning to Teach Applied Behavior Analysis Knowledge and Skills to Pre-Service Teachers

Examining the perceptions of needs, services and abilities of Czech and North Macedonian caregivers of children with autism and trainers

The Experience and Perception of ABA therapists on Intervention of Applied Behavior Analysis

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