2. Applied Behavior Analysis (ABA) Elizabeth Jones, Meghan Ferris, Chrissy Barry

3. Problem  General Education teachers –Lack knowledge of ABA –Struggle with implementation –Negative Opinions –Teacher’s first find the internal cause of a behavior problem and then resolve (Skinner and Hales (1992)

4. Hypothesis  The use of an informative video versus a comprehensive article will be a more effective method to inform general education teachers about Applied Behavior Analysis so they are encourage to use this practice in their own classroom.

5. Sample  Graduate students  Salem State University  EDU 738

6. Design  Experimental  Independent variables: –article (20 minutes) –Video (3.5 minutes)  Dependent variables: – pre-survey (10 minutes) –Post-survey (10 minutes)

7. Instruments  Pre-survey –10 questions –Open ended –Multiple choice  Post-survey –10 questions –Open ended –Multiple choice

8. Results Pre-Survey  Knowledge of ABA – 7/9 (77.8%)  What is ABA? –Autism Spectrum Disorder –Data –Behaviors –Training –Social and Academic Skills  Importance –Beneficial 4/7 (44.4%) –Somewhat beneficial 3/7 (33.3%)  Dependent on the child, and the behaviors  Research based

9. Research Pre-Survey  Should ABA be implemented in the general education classroom? –Yes  5/7 (71/4) –No  2/7 (28.6%)  Reasoning: –Unrealistic for all students –Same protocol for all students  Experience with ABA –33.3% have used ABA –44.4% have not –22.2 n/a  Who should be provided with ABA? –3/9 – Children with Autism –5/9 – All students –1/9 – N/A  General education and special education collaboration –Yes  7/7

10. Research Post-Survey  Group 1  Applied Behavior Analysis  Goal of ABA: –To teach children to learn from their environment  To learn from their environment (2/3)  To learn from their mistakes (1/3)  Data –Taken to tell what is changing  Patterns and check progress  After conducting an assessment: –Identify skills to be worked on  Develop behavior program to change or reinforce behaviors  Reinforcements –Are important for motivation (2/3)  Replacement for behavior

11. Research Post Survey  In ABA an educator should target what the student needs during group activities and work on them individually (2/3)  ABA should be started as soon as possible (2/3)  2/3 gained more insight on ABA and thought ABA was beneficial.

12. Implications  N/A

13. References  Skinner, M. E., & Hales, M. R. (1992). Classroom Teachers' ' Explanations ' of Student Behavior: One Possible Barrier to the Acceptance and Use of Applied Behavior Analysis Procedures in the Schools. Journal Of Educational & Psychological Consultation, 3(3), 219.