The Impact of Staff Training on Special Educational Needs Professionals' Attitudes toward and Understanding of Applied Behavior Analysis

Autor/inn/en	Smyth, Sinéad; Reading, Benjamin E.; McDowell, Claire
Titel	The Impact of Staff Training on Special Educational Needs Professionals' Attitudes toward and Understanding of Applied Behavior Analysis
Quelle	In: Journal of Intellectual Disabilities, 23 (2019) 4, S.541-551 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629517739160
Schlagwörter	Applied Behavior Analysis; Intervention; Severe Disabilities; Learning Disabilities; Teacher Attitudes; Teacher Aides; Faculty Development; Scores; Classroom Techniques; Students with Disabilities; Foreign Countries; Comparative Analysis; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Severe disability; Schwerbehinderung; Learning handicap; Lernbehinderung; Lehrerverhalten; Handreichung; Lehrerhilfe; Klassenführung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland
Abstract	Background: Research-based evidence points to the efficacy and value of applied behavior analysis (ABA) in meeting the needs of individuals with learning disabilities and autism. Nonetheless, public, government, and professional perception of ABA can be negative. The current study was designed to measure the impact of a short intervention on professionals' attitudes toward, and knowledge of, ABA. Method: Teachers and classroom assistants from two separate schools for children with severe learning difficulties completed a self-report survey on knowledge of and attitudes toward ABA. They were then presented with a 90-min training module designed to increase their knowledge of the history of ABA and their functional assessment skills. Following training, the self-report was readministered. Results: The mean scores for each group increased only after the training had been delivered. Discussion and conclusions: Further research is needed to address the impact of training on classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01