Content uploaded by Lee Kern
Author content
All content in this area was uploaded by Lee Kern on Jul 29, 2015
Content may be subject to copyright.
ABA and Academic Instruction
Abstract
Applied behavior analysis (ABA) is a prominent and pervasive factor in effective academic instruction for all students, including students with autism spectrum disorder. In this article, we discuss the important contributions of ABA to the processes of academic instruction. To illustrate the impact of ABA in the context of academics, we describe two areas of research and practice in which the perspectives and procedures of behavior analysis have had a conspicuous presence: antecedent interventions and curriculum-based assessment. We also note that the principles and methods of ABA have been extensively integrated into routine educational procedures, that ABA procedures are geared only rarely to particular diagnostic populations, and that recent mandates for functional behavioral assessments signify that the impact of ABA on the practice of education is increasing.
... Behavioral research primarily focuses on the systematic experimentation and observation of environmental events that predict and influence valued outcomes. Reading research that is underpinned by a behavioral world view, (a) focuses on methods that define reading behaviors in objective, observable and measurable ways, and (b) systematically evaluates interventions by manipulating environmental variables and directly observing their impact on reading behavior (Dunlap et al., 2001). The aim of experimentation and practice is to demonstrate a reliable relationship between the environmental variables (i.e., instructional practices) and improvements in reading (Cooper et al., 2020). ...
... These resources have been developed using behavior analytic instructional design principles (see Spencer, 2021) and co-created by a Board-Certified Behavior Analyst (BCBA) and a Speech Language Pathologist (Petersen & Spencer, 2016;Spencer & Petersen, 2012). According to Dunlap et al. (2001), using data from curriculumbased measures to identify and modify interventions to improve academic behavior, has been "one of the most important contributions of Applied Behavior Analysis to the field of education" (p. 132). ...
... Some specific learning trial elements and behavior analytic teaching tactics have been described in more detail in Table 1, along with a practical example of how each element might be used when teaching different aspects of reading. These behavior analytic procedures ensure that reading is taught in conceptually systematic ways, where student responding builds on previously mastered skills, and instructional practices are targeted to the appropriate stage of the instructional hierarchy, together allowing student learning to progress efficiently and effectively (Daly et al., 1996;Dunlap et al., 2001;Spencer, 2021;Stockard et al., 2018). ...
Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.
... Thus, teachers may prefer interventions that require less time, expertise, and training to implement (Elliott et al., 1984). One evidence-based intervention strategy leveraging positive behavioral approaches that may require little effort or time to implement involves manipulating antecedent stimuli to evoke a desired behavior (Dunlap et al., 2001), which has been shown to prevent or decrease challenging behavior that interferes with learning in the classroom (Dunlap et al., 2001;Parcells et al., 1999;Wingrat & Exner, 2005). One antecedent manipulation to enrich the classroom environment is offering students alternative seating choices. ...
... Thus, teachers may prefer interventions that require less time, expertise, and training to implement (Elliott et al., 1984). One evidence-based intervention strategy leveraging positive behavioral approaches that may require little effort or time to implement involves manipulating antecedent stimuli to evoke a desired behavior (Dunlap et al., 2001), which has been shown to prevent or decrease challenging behavior that interferes with learning in the classroom (Dunlap et al., 2001;Parcells et al., 1999;Wingrat & Exner, 2005). One antecedent manipulation to enrich the classroom environment is offering students alternative seating choices. ...
Characteristics of emotional and behavioral disorders (EBD) include learning difficulties that cannot be explained by intellectual, sensory, or health factors and difficulties in building or maintaining interpersonal relationships with peers and teachers. Children with or at risk for an EBD often have a tendency to have negative experiences in school and engage in challenging behavior in the classroom including out-of-seat behavior. One possible antecedent manipulation, alternative seating, may reduce challenging behavior and involves exchanging the typical seating in classrooms for different types of seating options. The purpose of this study was to evaluate the use of stability stools and scoop rocker chairs on in-seat behavior and on-task behavior in classrooms with kindergarten students who engaged in challenging behavior and were at risk for EBD. All three participants demonstrated improvements in in-seat behavior using both types of alternative seating compared to a standard classroom chair. On-task behavior improved for all students but was variable for two students. Teachers indicated a preference for the stability stool, whereas results were mixed between the stool and the rockers for student preference.
... Therefore, systematic instructions with clear expectations are essential for students to maintain attention (Kern & Clemens, 2007;Lane, 2021). The tutor needs to break the task into small pieces and provide a clear request for each step that matches student instructional levels (Dunlap et al., 2001). By providing clear expectations, the student understands exactly what is expected and is accountable for responding to the tutor's instruction (Kern & Clemens, 2007). ...
Student engagement during reading instruction, including during small group and individualized intensive reading instruction, is critical for student success. If students are not engaged with instruction, they are not learning. This study examined student reading engagement during individualized intensive literacy tutoring in a summer reading program using a direct observational protocol called the Student Reading Engagement Observational Coding System (SREOCS). Twenty in-person individualized tutoring videos, representing eight students nested within eight tutors, were randomly selected. The videos were coded and analyzed using a series of repeated measures within-subject ANOVA. The results suggest that students exhibit high levels of reading engagement during intensive tutoring. However, statistically significant differences were found in student initiation and responding to initial requests across four different tutoring activities. Specifically, student initiation increased, while responding to initial requests decreased significantly during the spelling activity. Increases in student initiation were also found during the auditory drill and blending drill compared to the visual drill. The implications for future research, professional development opportunities, and practitioners' instructional practices to improve student reading engagement are discussed.
... ABA's impact on education has been deep and widespreadmost conspicuous contributions have been in special education. It is an evidence-based practice with great influence in the analysis, refinement, and operationalization of a technology of instruction (Dunlap, 2001). Adoption of the behavior-analytic practice of ABA can be an important tool for teachers (Trump, 2018) in the fulfilment of inclusion. ...
Inclusive education entails educational reforms and major behavior change. To effectively effect change, all societal and individual factors must be targeted. With its success being largely dependent on teachers, demographic and personal factors were examined. Building on the KAP model, teachers' knowledge, attitudes and practices in teaching students with ASD were assessed.
The study was conducted in a public school district in the region of Bulacan where twenty-one (21) towns/municipalities have a fixed number of representatives in employment of Neyman Allocation. Results showed that teachers have fairly good knowledge on ASD but should be taken with caution as sixty percent (60%) of them have no dealing experience. Their attitudes are neutral with hesitations stemming from the belief that students with ASD are too impaired to benefit in the inclusion and placing them in the general classroom would be unfair for other students and for them as teachers to accept specially when teachers are not trained in special education. Their responses to the best pedagogical practices relative to the teaching of students with ASD are slightly competent that revealed inadequacies in characteristics, developmental and behavior assessment leading to difficulty in structuring of learning objectives, planning, process, and evaluation. Relations among knowledge, attitudes and practices are established only between attitudes and practices.
Outcomes of the study with the identified gaps are used for the development of an Inclusion Manual for teachers using the framework of Applied Behavior Analysis (ABA).
O artigo explora os desafios da inclusão de crianças com Transtorno do Espectro Autista (TEA) na Educação Infantil no município de Ivaiporã, Paraná. A pesquisa parte da questão-problema sobre as dificuldades enfrentadas pelos professores para implementar práticas inclusivas para alunos com TEA, considerando a carência de formação continuada e suporte especializado. O objetivo é analisar as necessidades dos professores e as práticas inclusivas adotadas, visando propor estratégias de apoio educacional e reforçar a importância de uma rede intersetorial. A base referencial do estudo fundamenta-se em estudos sobre inclusão, legislação educacional, metodologias adaptadas (como a Análise do Comportamento Aplicada - ABA) e experiências de países com avanços na educação inclusiva. Os principais resultados indicam que os professores enfrentam desafios significativos, como o diagnóstico tardio do TEA e a falta de formação específica. Identificou-se que programas de apoio, como o “Autismo em Rede,” que integra saúde, educação e assistência social, contribuem para melhorar o acolhimento escolar e o desenvolvimento de metodologias inclusivas. As conclusões ressaltam a necessidade de políticas públicas que priorizem a formação contínua e ofereçam recursos adequados, a fim de capacitar os professores para atender às demandas dos alunos com TEA e promover um ambiente escolar equitativo. O estudo sugere que, para alcançar uma inclusão efetiva, é imprescindível um esforço conjunto entre diferentes setores, garantindo apoio multidisciplinar e condições de trabalho que favoreçam práticas inclusivas.
Günümüz toplumunda, genel eğitim içeriğine, 21. yüzyıl teknolojisine, çalışma ve yaşam boyu öğrenme fırsatlarının çoğuna erişmek için okuma becerisi gereklidir. Bu herkes için geçerli olsa da okuryazarlık becerilerinin kazanılması özellikle zihinsel yetersizliği olan bireyler için önemlidir. Alanyazında zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde kanıta dayalı yaklaşımların kullanılmasını önermektedir. Ancak yapılan araştırmaların sonuçları okulların çoğunda öğretmenlere uygun eğitim programlarının sağlanamadığını göstermiştir. Bu durum zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminin bağlamından kopuk ve dağınık olmasına yol açmaktadır. Bu nedenle de bu öğrencilere yönelik okuma yazma yaklaşımları önem kazanmaktadır. Ülkemizde Milli eğitim Bakanlığı 2021-2022 istatistiklerine göre birinci kademe özel eğitim uygulama okullarında 11351 öğrenci eğitimlerini sürdürmekte ve 2960 öğretmen görev yapmaktadır. Dolayısıyla zihinsel yetersizliği olan öğrencilere okuma yazma öğretiminde hangi yaklaşımların etkili olduğunun bilinmesi önem arz etmektedir. Bu amaçla bu makalede, alan yazın taramasına dayalı olarak zihinsel yetersizliği olan öğrencilere okuma-yazma öğretimi yaklaşım ve yöntemlerine ilişkin genel çerçeve çizilmeye çalışılmıştır. Alanyazın incelendiğinde zihinsel yetersizliği olan bireylere okuma yazma öğretiminde genellikle iki yaklaşımın dikkate alındığı görülmektedir. Bu yaklaşımlar davranışçı ve sosyal etkileşimci yaklaşımlardır.
This research aimed to explore the effectiveness of integrating behavior therapies, specifically applied behavior analysis (ABA) and cognitive behavior therapy (CBT), in an inclusive classroom setting for students with neurodevelopmental disabilities. Data were collected through surveys and interviews with educators and parents of students with neurodivergent disabilities. The findings showed that ABA and CBT can be effective in helping students regulate and focus on their academic goals, as well as assisting educators in understanding students' behaviors and adapting their goals based on their learning habits. The results suggest that integrating behavior therapies in an inclusive classroom can benefit both students and educators, and further trials are recommended to collect more data on the effectiveness of this approach.
This chapter examines evidence-based strategies which utilize principles of applied behavior analysis to improve academic achievement and learning. A historical review of using ABA to teach academic skills is provided and selected ABA principles are examined as part of instructional systems. A look back at prominent methods used to teach critical learning skills using principles of ABA are discussed and case examples with reference table of treatment procedures are provided.KeywordsApplied behavior analysisAcademicsTeaching strategies
Much of the assessment and treatment in the area of applied behavior analysis is provided in a one-to-one format. However, group-based instruction/intervention where possible should be considered and a focus on developing even more group strategies should be developed. This method spreads the reach of highly trained staff and decreases cost of treatment. The focus here is to review the rationale for group approaches and will review the literature, pointing out strengths and weaknesses of the current evidence base.KeywordsApplied behavior analysisGroup approaches in applied behavior analysisApplied behavior analysis in schoolsSchoolwide positive behavior supportsClassroom managementGroup contingenciesDirect instruction curriculaNoncontingent reinforcementHigh probability instructionNatural environment teaching
Translated and published article
This investigation explored the effects of individualized, curricular accommodations that were developed to reduce the problem behaviors of four students who exhibited behavioral challenges. First, assessments were conducted to identify curricular assignments associated with high levels of problem behavior and to determine the students’ individual preferences and interests. This information was then used to modify the assignments in accordance with the students’ interests while maintaining the integrity of the instructional objectives. These modifications resulted in reduced levels of problem behavior and elevated rates of desirable behavior for each student. Data on response rate and work completion also favored the interesting assignments. The effects were demonstrated within ongoing academic activities and were replicated through the use of reversal designs. These data contribute to a growing recognition that curricular adaptations which incorporate student interests can exert significant influences on the behavior of students in classroom environments.
This investigation compared the effects of choice and assignment of preferred and nonpreferred tasks on the work performance of three students with moderate intellectual impairments and challenging behavior in a classroom setting. After assessing student task preferences, a multielement design was used to evaluate three conditions: (a) assigning a preferred task, (b) assigning a nonpreferred task, and (c) providing a choice between work tasks. Results indicated individual participant data were idiosyncratic and choice making failed to produce superior effects for any of the participants. Students' task preferences changed from preassessment to postassessment, although their nonpreferred tasks remained unchanged. Results are discussed in terms of previous research and future research needs with this student population.
The purpose of this article is to describe a simple conceptual framework for academic intervention that extends functional analysis procedures to basic academic skills. We organized the empirical research on academic intervention into five hypotheses that can guide the selection of interventions. Treatment protocols for six academic interventions and procedures for quickly testing their effectiveness are presented. The description of procedures for simple tests includes discussion of design issues, measuring outcomes, and guidelines for selecting treatments.
This article presents three empirical demonstrations of desirable effects that accrued from modifying curricular activities in accordance with individual students' interests. Participants were three elementary students with disabilities and diverse labels including autism, mental retardation, and emotional and behavioral disorder. In each case, the instructional objective was held constant; whereas, the context of the activity was modified so that it produced an outcome that was judged to be meaningful and reinforcing to the student. Reversal designs showed that each student exhibited less problem behavior and more on-task responding when the modified activity was presented. These results are discussed in relation to the applied and conceptual literatures on curricular design, student preference, and the expanding enterprise of positive behavioral support.
This meta-analysis explored how measuring student progress toward long-term vs. short-term goals affects achievement outcomes. Eighteen controlled studies were coded in terms of measurement method (toward long-term vs. short-term goals) and type of achievement outcome (probelike vs. global achievement test). Analogs to analysis of variance conducted on weighted unbiased effect sizes (UESs) indicated an interaction : When progress was measured toward long-term goals, UESs on global measures were higher than on probelike outcomes; when progress was measured toward series of short-term goals, the reverse was true. Implications for special education practice are discussed.
Children with autism often engage in problem behavior that can be highly disruptive to ongoing family practices and routines. This case study demonstrated child and family outcomes related to two distinct treatment approaches for challenging behavior (prescriptive vs. contextualized) in a family raising a child with autism. The processes of behavior change directed either solely by the interventionist (prescriptive) and in collaboration with the family (contextualized) were compared. The family-directed intervention involved an assessment of family context (i.e., via discussion of daily routines) to inform the design of a behavioral support plan. Information gathered from the assessment of family routines was used to (a) help select specific behavioral strategies that were compatible with family characteristics and preferences, and (b) construct teaching methods that fit with the family's ongoing practices, routines, and interaction goals. More favorable results (i.e., reductions in challenging behavior, an increase in on-task behavior) were observed within the contextualized treatment-planning phase than were observed within the prescriptive treatment-planning phase. The procedures and results are discussed in relation to the emerging literature documenting the importance of contextualizing behavioral supports applied within family settings.