Elementary teachers' knowledge and implementation of applied behavior analysis techniques

Teachers 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.