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Elementary teachers' knowledge and implementation of applied behavior analysis techniques
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Randazzo, Marissa E.. Elementary teachers' knowledge and implementation of applied behavior analysis techniques. Retrieved from https://doi.org/doi:10.7282/T3TD9WQ8

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TitleElementary teachers' knowledge and implementation of applied behavior analysis techniques
NameRandazzo, Marissa E. (author); Forman, Susan G. (chair); Gantwerk, Lewis (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2011
Other Date2011-05 (degree)
SubjectSchool Psychology, Behavior disorders in children--New Jersey--Case studies, Problem children--Behavior modification--New Jersey--Case studies, Classroom management--New Jersey--Case studies, Elementary school teachers--New Jersey--Case studies, Behavioral assessment of children--New Jersey--Case studies
Extentxv, 163 p. : ill.
DescriptionTeachers can effectively reduce students’ disruptive behaviors through the use of
evidence-based applied behavior analysis (ABA) techniques; however, a review of the
literature indicates that teachers are not consistently implementing these strategies. This
study surveyed 203 elementary teachers (K - 5), from four elementary schools in two
New Jersey school districts, to assess their knowledge and frequency of use of 15 ABA
techniques, as well as the frequency with which various conditions acted as barriers to
their implementation of ABA strategies, the effectiveness and types of instructional
techniques used in their training when learning about ABA strategies, and the importance
of different activities/experiences when learning to use ABA techniques. Participants’
demographic characteristics were also examined in relation to the above-mentioned
factors. Results revealed that the majority of teachers perceived themselves as knowledgeable or very knowledgeable about each ABA strategy. Furthermore, ABA techniques reportedly employed the most frequently were all positive rather than
punitive. Most teachers indicated that a variety of activities/experiences were important
or very important in their attempts to learn to use ABA strategies, particularly
discussion/working with colleagues and professional development. Regarding
instructional techniques used in training, participants reported that observing one’s
mentor/cooperating teacher and practicing and receiving feedback were some of the most
effective when learning about ABA strategies. When implementing ABA techniques, few
teachers reported that any of the conditions were often or very often barriers, although
lack of feedback/guidance and a lack of knowledge/skill were rated as occurring most frequently. Analysis of demographic characteristics revealed that special educators perceived themselves to be more knowledgeable than general educators about ABA
techniques; females rated themselves as more knowledgeable than males; and teachers
with more years of experience tended to report being both more knowledgeable about and
also employing ABA strategies more often. Findings suggest that the training teachers
receive both in their teacher preparation programs and also after entering their profession
can positively influence their perceived knowledge and frequency of use of ABA
strategies. Future research can further explore specific aspects of teachers’ training, background, and/or professional experience that might enhance their knowledge and implementation of ABA techniques.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Marissa E. Randazzo
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3TD9WQ8
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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