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

Autor/inn/en	Trump, Cary E.; Pennington, Robert C.; Travers, Jason C.; Ringdahl, Joel E.; Whiteside, Erinn E.; Ayres, Kevin M.
Titel	Applied Behavior Analysis in Special Education: Misconceptions and Guidelines for Use
Quelle	In: TEACHING Exceptional Children, 50 (2018) 6, S.381-393 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918775020
Schlagwörter	Behavior Modification; Special Education; Autism; Pervasive Developmental Disorders; Data Collection; Punishment; Compliance (Psychology); Positive Reinforcement; Functional Behavioral Assessment; Communication (Thought Transfer) + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Autismus; Data capture; Datensammlung; Bestrafung; Communication; thought; Kommunikation; Gedanke
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. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01