Board Certified Behavior Analysts and School Fidelity of Applied Behavior Analysis Services: Qualitative Findings

Autor/inn/en	Max, Chana; Lambright, Nicole
Titel	Board Certified Behavior Analysts and School Fidelity of Applied Behavior Analysis Services: Qualitative Findings
Quelle	In: International Journal of Developmental Disabilities, 68 (2022) 6, S.913-923 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.1926854
Schlagwörter	Applied Behavior Analysis; Certification; Specialists; Evidence Based Practice; Elementary Secondary Education; Intervention; Program Implementation; Fidelity; Students with Disabilities; Autism Spectrum Disorders; Resources; Time; Barriers; Training; Administrator Role + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Betriebsmittel; Hilfsmittel; Zeit; Ausbildung
Abstract	The Federal government mandates the use of evidence-based practice for interventions with students. Applied Behavior Analysis (ABA) is one of these evidence-based practices, but despite this, many school systems do not implement ABA as described in the literature, which leads to loss of fidelity and integrity with implementation, and often results in ineffective interventions in the classroom. The research question "What are the experiences of Board Certified Behavior Analysis (BCBAs) who use evidence-based practices in conjunction with staff in schools for interventions with American K-12 students using ABA?" was developed to ascertain, from a BCBA's perspective, why ABA interventions are not implemented with fidelity in classroom settings. Participants were BCBAs in the United States who consult and collaborate with school staff to implement ABA services for children with autism spectrum disorders (ASD). Findings indicate that BCBAs are not given adequate time or resources to provide sufficient training in ABA, that principles of ABA are sometimes misused in training in such a manner that exacerbates myths of ABA, and that a general lack of support from school administrators exists, all of which lead to a loss of implementation fidelity. This lack of implementation fidelity in turn leads to decreased outcomes for students with ASD in schools when ABA is not implemented with fidelity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01