Cheryl Fielding, Ph.D.
John Lowdermilk, Ph.D.
University of Texas Pan American
Lauren L. Lanier
Abigail G. Fannin
Jennifer L. Schkade
Chad A. Rose, Ph.D
Cynthia G. Simpson, Ph.D.
Sam Houston State University
Abstract
The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators.
Read or Download
To Read this Article – or Download this Article (login require)
To Download the Entire Spring/Summer 2013 Issue of JAASEP – (login required)
NASET Members – Login to Access These Files.
Return to the Table of Contents – CLICK HERE
Members-Only Content
Join the NASET
Professional Community
Your Membership Includes:
- Full access to NASET’s professional articles & journals
- Downloadable IEP forms, tools, and templates
- Guidance on federal mandates and compliance
