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ABA is controversial, with evidence of PTSD symptoms in Autistic children exposed to it. Psychotherapist Harriet Fraad and Substance Abuse Councillor Ikoi Hiroe are joined by a practitioner of Applied Behavior Analysis, to discuss its methods and many problems. -- References: Applied Behavior Analysis: https://www.autismspeaks.org/applied-behavior-analysis Evidence of increased PTSD symptoms in autistics exposed to applied behavior analysis: https://www.researchgate.net/publication/322239353_Evidence_of_increased_PTSD_symptoms_in_autistics_exposed_to_applied_behavior_analysis "The pros, cons, and controversial aspects of ABA": https://www.psychologytoday.com/us/blog/breaking-barriers/201411/answers-beliefs-about-aba-0 -- Email us with feedback, questions, suggestions at [email protected] . Harriet's other shows: WBAI Interpersonal Update (Wednesdays): https://wbai.org/program.php?program=431 Capitalism Hits Home: https://www.youtube.com/playlist?list=PLPJpiw1WYdTNYvke-gNRdml1Z2lwz0iEH and https://www.patreon.com/capitalismhitshome --- Send in a voice message: https://anchor.fm/itsnotjustinyourhead/messageSupport this podcast: https://anchor.fm/itsnotjustinyourhead/support

We reviewed all school-based experimental studies with individuals 0 to 18 years published in the "Journal of Applied Behavior Analysis" (JABA) between 1991 and 2005. A total of 142 articles (152 studies) that met review criteria were included. Nearly all (95%) of these experiments provided an operational definition of the independent variable, but only 30% of the studies provided treatment integrity data. Nearly half of studies (45%) were judged to be at high risk for treatment inaccuracies. Treatment integrity data were more likely to be included in studies that used teachers, multiple treatment agents, or both. Although there was a substantial increase in reporting operational definitions of independent variables, results suggest that there was only a modest improvement in reported integrity over the past 30 years of JABA studies. Recommendations for research and practice are discussed. (Contains 2 figures and 1 table. Appended are: School-Based Intervention Protocol for Student Jamie; and Treatment Integrity Protocol Checklist for Student Jamie.)

Episode 7

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2019; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2017; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2017; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

Includes bibliographies and indexes

Includes bibliographies and indexes

Includes bibliographies and indexes

Publisher ‏ : ‎ Pearson Publication date ‏ : ‎ July 25, 2019 Edition ‏ : ‎ 3rd Language ‏ : ‎ English Print length ‏ : ‎ 912 pages ISBN-10 ‏ : ‎ 0134752554 ISBN-13 ‏ : ‎ 978-0134752556 📥  I will send you the download link for the book within 24 hours  📂  File Format: High-quality, searchable PDF OR  EPUB FORMAT Works on All Devices Including; IOS, iPad, Android, Tablet, PC/Mac Note: This is a Digital Copy (Not physical book). We have a digital disclaimer during checkout clearly stating this is not a physical book. Do Not buy asking for physical hard copy - refunds will Not be given! download link for the book within twenty-four hours. you can buy this book by the link 

Publisher ‏ : ‎ Pearson Publication date ‏ : ‎ July 25, 2019 Edition ‏ : ‎ 3rd Language ‏ : ‎ English Print length ‏ : ‎ 912 pages ISBN-10 ‏ : ‎ 0134752554 ISBN-13 ‏ : ‎ 978-0134752556 📥  I will send you the download link for the book within 24 hours  📂  File Format: High-quality, searchable PDF OR  EPUB FORMAT Works on All Devices Including; IOS, iPad, Android, Tablet, PC/Mac Note: This is a Digital Copy (Not physical book). We have a digital disclaimer during checkout clearly stating this is not a physical book. Do Not buy asking for physical hard copy - refunds will Not be given! download link for the book within twenty-four hours. you can buy this book by the link 

Publisher ‏ : ‎ Pearson Publication date ‏ : ‎ July 25, 2019 Edition ‏ : ‎ 3rd Language ‏ : ‎ English Print length ‏ : ‎ 912 pages ISBN-10 ‏ : ‎ 0134752554 ISBN-13 ‏ : ‎ 978-0134752556 📥  I will send you the download link for the book within 24 hours  📂  File Format: High-quality, searchable PDF OR  EPUB FORMAT Works on All Devices Including; IOS, iPad, Android, Tablet, PC/Mac Note: This is a Digital Copy (Not physical book). We have a digital disclaimer during checkout clearly stating this is not a physical book. Do Not buy asking for physical hard copy - refunds will Not be given! download link for the book within twenty-four hours. you can buy this book by the link 

Publisher ‏ : ‎ Pearson Publication date ‏ : ‎ July 25, 2019 Edition ‏ : ‎ 3rd Language ‏ : ‎ English Print length ‏ : ‎ 912 pages ISBN-10 ‏ : ‎ 0134752554 ISBN-13 ‏ : ‎ 978-0134752556 📥  I will send you the download link for the book within 24 hours  📂  File Format: High-quality, searchable PDF OR  EPUB FORMAT Works on All Devices Including; IOS, iPad, Android, Tablet, PC/Mac Note: This is a Digital Copy (Not physical book). We have a digital disclaimer during checkout clearly stating this is not a physical book. Do Not buy asking for physical hard copy - refunds will Not be given! download link for the book within twenty-four hours. you can buy this book by the link 

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts continues to generate debate and confusion for practitioners and family members in the autism field. A general lack of understanding, or misunderstanding, of the science and practice of ABA is pervasive in the field and has contributed to an often contentious dialogue among stakeholders, as well as limited implementation in many public school settings. A review of the history of ABA and its application to individuals with ASD is provided, in addition to a discussion about practices that are/are not based on the science of ABA. Common myths related to ABA and ASD, as well as challenges practitioners face when implementing practices based on the science of ABA in public school settings are also described. (Contains 1 figure and 3 tables.)

Clinical research in the area of severe psychiatric disorders constituted the major focus for the discipline of applied behavior analysis during the early 1960s. Recently, however, there appears to be a notable lack of a behavioral focus within many inpatient psychiatric settings and a relative dearth of published behavioral treatment studies with this population. To examine this trend, a review was conducted of nine journals, within the behavioral literature, which deal with the treatment of severe psychiatric disorders (including schizophrenia, psychotic disorders, dissociative disorders, and personality disorders, among other diagnostic categories). A total of 256 articles published between 1963 and 1988 were reviewed and findings on 9 separate variables were reported. The data indicated that behavioral treatment studies concerned with severe psychiatric disorders significantly decreased in frequency over the past 10 years, following a peak of interest during the 1970s. Subsequent analyses suggest that research in the area of anxiety disorders has replaced the early focus of behavioral researchers on the severe psychiatric disorders. Following an introductory discussion, the bulk of this document consists of the source list or bibliography of the 256 articles identified in the review. (NB)

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2016; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2016; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

Abstract Background and Aim of Study:  At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school.  The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity.  Material and Methods:  In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results:  Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion.  Conclusions:  Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

Abstract Background and Aim of Study:  At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school.  The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity.  Material and Methods:  In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results:  Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion.  Conclusions:  Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

Abstract Background and Aim of Study:  At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school.  The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity.  Material and Methods:  In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results:  Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion.  Conclusions:  Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

Abstract Background and Aim of Study:  At present, there is a great need to define and substantiate the scientific provisions of a holistic system of training the future specialist for the applied analysis of student’s behavior in primary school’s educational activities. In our view, there are not enough theoretical and practical materials to prepare a future psychologist in elementary school.  The aim of the study: to substantiate the system of preparation of future practical psychologists for the applied analysis of behavior in primary school educational activity.  Material and Methods:  In the study, the following general scientific methods were used: analysis, synthesis, comparison, generalization. Results:  Theoretical knowledge in the educational psychology and pedagogical disciplines not only influence the thinking of the future specialist to master a logically organized specific class of ideal objects of psychology, their properties, relationships and changes, but also enable the immanent unfolding of the content, as the starting point of the movement of thought in the practical point of motion.  Conclusions:  Requirements for the content of education of practical psychologists have been updated. Conceptual bases development of self-design of future practical psychologist’s professional activity, creation and substantiation of his personality and definition of basic characteristics of his activity, development of self-realization of personality of psychologist’s practice in professional activity will allow them to successfully carry out the process of preparation of specialist in applied analysis of problems of behavior of elementary school students.

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2013; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

This practicum was designed to train special education teachers and paraprofessionals at a private, special education facility in ways to identify precursor behaviors and antecedent events eliciting maladaptive behaviors in children with developmental disorders and behavior disorders. Staff were given five inservice sessions (totalling 10 hours) on child management skills and applied behavior analysis. Although analysis indicated that the inservice training was effective and staff applied their new skills in the classroom, it also indicated that staff use of behavior management approaches trailed off after several weeks and staff reverted to their former ineffective methods. The program rating scale is appended. (Contains 17 references.) (DB)

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2018; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

The present study suggests that initial learning rates of young children with autism receiving early, intensive, home-based behavioral intervention are moderately correlated with outcome variables after four years of treatment. 20 children with autism who had Childhood Autism Rating Scale scores between 37.5 and 58 and Vineland Adaptive Behavior Scales scores between 38 and 63 at the beginning of treatment were re-evaluated after 4 years of treatment through the Rutgers Autism Program. School placement follow-up data were also available after 4 years. Treatment data reflecting rate of initial acquisition of skills was significantly correlated with school placement, severity of autism symptomatology, and adaptive behavior profiles four years into treatment, with those children having faster early skill acquisition showing greater gains in adaptive functioning, fewer or less severe symptoms of autism, and less restrictive educational placements after 4 years. The data are consistent with previous research showing the impact of intensive ABA intervention and variability in outcomes associated with such intervention, and also lend support to other published findings that early learning rates are correlated with outcome.

This paper is a literature review, which synthesized and analyzed numerous articles about applied behavior analysis (ABA) and positive behavior support (PBS). It started with the history of each term. Then it included the definitions and the characteristics for both of them. Additionally, this paper explored the similarities and differences between ABA and PBS, and it offered some recommendations for future research that could be written regarding ABA and PBS.

Perma.cc archive of https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba created on 2016-02-27 21:15:26+00:00.

Perma.cc archive of https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba created on 2016-02-27 21:15:26+00:00.

Perma.cc archive of https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba created on 2016-02-27 21:15:26+00:00.

Perma.cc archive of https://www.autismspeaks.org/what-autism/treatment/applied-behavior-analysis-aba created on 2016-02-27 21:15:26+00:00.

Local educational agencies are challenged to teach students classified with autism in general education inclusive settings. Findings of empirical studies have reported many educators lacked the necessary pedagogical coursework and training to meet the instructional needs of these students. Building principals have reported they lacked the necessary training, skills, and confidence to evaluate and support teachers who teach students with autism. The purpose of the present paper was to survey 60 elementary school principals, in the Southeastern region of New York, to determine if they perceived they were trained, skilled, and confident in their knowledge of ABA to evaluate and support teachers who worked with students classified with autism in inclusive settings. Nine principals did not participate in this survey. Fifty-one graduate students expedited the interview process and completion of the surveys. The results of the survey supported the hypothesis that principals who understand behavior-analytic strategies grounded in the principles of ABA perceived they were better able to support educators who teach students with autism in inclusive classroom settings. (Contains 2 tables.)

Every article on stimulus equivalence or derived stimulus relations published in the "Journal of Applied Behavior Analysis" was evaluated in terms of characteristics that are relevant to the development of applied technologies: the type of participants, settings, procedure automated vs. tabletop), stimuli, and stimulus sensory modality; types of relations targeted and emergent skills demonstrated by participants; and presence versus absence of evaluation of generalization and maintenance. In most respects, published reports suggested the possibility of applied technologies but left the difficult work of technology development to future investigations, suggestions for which are provided. (Contains 1 table.)

The "Lovaas Model of Applied Behavior Analysis" is a type of behavioral therapy that initially focuses on discrete trials: brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. Children in the program receive an average of 35 to 40 hours of intervention per week, which consists of in-home one-to-one instruction, facilitated peer play, inclusion and support in regular education classrooms, and generalization activities for transfer of skills to natural environments. In addition, parents are trained in instructional techniques. The intervention generally lasts about three years. The What Works Clearinghouse (WWC) reviewed 58 studies on the "Lovaas Model" for children with disabilities. One study meets WWC evidence standards; one study meets WWC evidence standards with reservations; the remaining 56 studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found potentially positive effects on cognitive development for children with disabilities and no discernible effects on communication/language competencies, social-emotional development/behavior, and functional abilities. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) "Lovaas Model" ratings; and (5) Extent of evidence by domain. (Contains 12 footnotes.)

Establishing appropriate relations between the basic and applied areas of behavior analysis has been of long and persistent interest to the author. In this article, the author illustrates that there is a direct relation between how hard an organism will work for access to an object or activity, as indexed by the largest ratio completed under a progressive-ratio (PR) schedule (the "breaking point") and the potency of the reinforcer. In this discussion, the author uses cocaine and methylphenidate as sample agents which can increase breaking points to human and rats, respectively. The author explores whether the drug increases the reinforcing potency of food and act as an establishing operation (EO), as suggested by PR breaking points, or decrease it and act as an abolishing operation (AO), as suggested by craving and consumption. The author concludes that, of course, the effects of drugs on PR responding and other aspects of behavior may reflect a mechanism other than altered reinforcer effectiveness, but the point is clear: PR schedules do not provide an uncontaminated index of the effects of drugs or other independent variables on reinforcer potency. He added that as the examples of cocaine and methylphenidate illustrate, the apparent potency of a reinforcer may depend on the general procedure used to measure it.

Given the growing importance of Applied Behavior Analysis (ABA) evaluation protocols in Speech-Language Pathology and Audiology, it is essential to understand the quality of the measures used and to evaluate their adequacy and efficacy in clinical practice. These protocols are vital for addressing communication and behavior needs in a variety of clinical settings. Therefore, the objective of this scoping review was to identify and describe the language assessment protocols from the perspective of ABA used in speech-language pathology and audiology, in different clinical settings. This review aims to provide a comprehensive understanding of existing protocols, highlighting best practices and identifying possible gaps in the literature, to improve the quality of speech therapy assessment and intervention.

Given the growing importance of Applied Behavior Analysis (ABA) evaluation protocols in Speech-Language Pathology and Audiology, it is essential to understand the quality of the measures used and to evaluate their adequacy and efficacy in clinical practice. These protocols are vital for addressing communication and behavior needs in a variety of clinical settings. Therefore, the objective of this scoping review was to identify and describe the language assessment protocols from the perspective of ABA used in speech-language pathology and audiology, in different clinical settings. This review aims to provide a comprehensive understanding of existing protocols, highlighting best practices and identifying possible gaps in the literature, to improve the quality of speech therapy assessment and intervention.

References: Without Apology - The Abortion Struggle Now: https://www.versobooks.com/books/3095-without-apology https://aidaccess.org/ https://www.plancpills.org/ https://www.aidandabetabortion.org/ https://www.ifwhenhow.org/ https://abortionondemand.org/ -- ATTENTION! This is a Boring Dystopia/Obligatory 'don't sue us' message: This podcast provides numerous different perspectives and criticisms of the mental health space, however, it should not be considered medical advice. Please consult your medical professional with regards to any  health decisions or management. --- Send in a voice message: https://anchor.fm/itsnotjustinyourhead/message

Scoping review to explore the characteristics of qualitative research published in select behavior analytic journals.

Scoping review to explore the characteristics of qualitative research published in select behavior analytic journals.

Includes bibliographical references and indexes

Includes bibliographical references and indexes

Annual Report to the Missouri Legislature, Insurance Coverage for Autism Treatment and Applied Behavior Analysis 2014; health insurance; autism spectrum disorders; House Bill 1311; HB 1311; licensure; Missouri Revised Statute 376.1224

A 2 years and 10 months old child receiving an early intensive teaching program using the Comprehensive Application of Behavior Analysis to Schooling (CABAS[R]) was taught using evidence-based teaching strategies and curricula based on existing research in both the applied and basic sciences. Progress was measured using behavioral assessment tools and mastery of pre-set learning criteria. Independent measures in the form of psychological assessments were also administered annually over a three year period. This paper will provide an overview of the learning profile provided and the results achieved. (Contains 2 figures and 7 tables.)

A 2 years and 10 months old child receiving an early intensive teaching program using the Comprehensive Application of Behavior Analysis to Schooling (CABAS[R]) was taught using evidence-based teaching strategies and curricula based on existing research in both the applied and basic sciences. Progress was measured using behavioral assessment tools and mastery of pre-set learning criteria. Independent measures in the form of psychological assessments were also administered annually over a three year period. This paper will provide an overview of the learning profile provided and the results achieved. (Contains 2 figures and 7 tables.)

Behavior analysts are having their professional identities challenged by the roles that cognition and biology are said to play in the conduct and outcome of applied behavior analysis and behavior therapy. For cogniphiliacs, cognition and biology are central to their interventions because cognition and biology are said to reflect various processes, structures, and states that cause, mediate, or change dysfunctional behavior-environment interactions. For cogniphobics, cognition represents an unwarranted return to mentalism and an unnecessary obsession with epiphenomena, whereas biology represents an unwarranted return to reductionism and an unnecessary obsession with the materialistic side of Cartesian dualism. On the side of cognition, the cogniphiliacs are right. Applied behavior analysis needs to provide a comprehensive, explicit account of behavior-environment interactions. The cogniphiliacs' argument for explanatory cognitive and biological concepts, though, often seems little more than a reversion to mentalism. On the side of behavior, the cogniphobics are right. Cognition-as-process and biological reductionism as explanation have no place in a natural science of behavior. The cogniphobics' lack of reference to historical and current contextual conditions, however, suggests that they are in part responsible for the misconceptions of the science of behavior. Contextualism may be the treatment of choice in working with cogniphilia and cogniphobia. (Seventy-seven references are appended.) (NB)

The technical language of behavior analysis is arguably necessary to share ideas and research with precision among each other. However, it can hinder effective implementation of behavior analytic techniques when it prevents clear communication between the supervising behavior analyst and behavior technicians. The present paper provides a case example of the development of a shared vocabulary, using plain English when possible, among supervisors and supervisees at a large public school district in which behavior analytic services were provided for children diagnosed with autism spectrum disorders. A list of terms and definitions are provided as well as suggestions on how to develop shared vocabularies within the readers' own service provision context.

The technical language of behavior analysis is arguably necessary to share ideas and research with precision among each other. However, it can hinder effective implementation of behavior analytic techniques when it prevents clear communication between the supervising behavior analyst and behavior technicians. The present paper provides a case example of the development of a shared vocabulary, using plain English when possible, among supervisors and supervisees at a large public school district in which behavior analytic services were provided for children diagnosed with autism spectrum disorders. A list of terms and definitions are provided as well as suggestions on how to develop shared vocabularies within the readers' own service provision context.

A controversy has emerged about the relationship between positive behavior support and applied behavior analysis. Some behavior analysts suggest that positive behavior support and applied behavior analysis are the same (e.g., Carr & Sidener, 2002). Others argue that positive behavior support is harmful to applied behavior analysis (e.g., Johnston, Foxx, Jacobson, Green, & Mulick, 2006). Further, some proponents of positive behavior support describe it as a new science, evolved from yet different than applied behavior analysis (Carr et al., 2002). These varying positions have accompanied confusion among behavior analysts about positive behavior support and its impact on the field. This article attempts to clarify this confusion by presenting one perspective on positive behavior support and its relationship to applied behavior analysis.

The effective use of behavior management strategies and related policies continues to be a debated issue in public education. Despite overwhelming evidence espousing the benefits of the implementation of procedures derived from principles based on the science of applied behavior analysis (ABA), educators often indicate many common misconceptions in this area. These misconceptions contribute to a reluctance on the part of educators to implement strategies utilizing what we know to be true about the operation of behavioral law. Further, these misconceptions often impede educator effectiveness and student progress. This paper reviews 3 common misperceptions: 1) ABA is used exclusively for children who have autism; 2) ABA may only be implemented using a teacher/student ratio of 1:1, and; 3) negative connotations of terminology associated with ABA. Important legal issues, procedures, research, and philosophical issues related to the implementation of ABA is explored along with concluding recommendations for public school educators.

This report provides a technical-level analysis, discussion, and summary of five experiments in applied behavior analysis. Experiment 1 examined the token economy as a basis for motivating inmate behavior; Experiment 2 examined the relationship between magnitude of token reinforcement and level of inmate performance; Experiment 3 introduced a 'License Procedure' to determine its effect on inmate participation in a leisure-time education program; Experiment 4 compared three formats for presenting programmed instruction material; and Experiment 5 examined the effectiveness of decreasing undesirable behavior by reinforcing incompatible opposites. All experiments were carried out at Draper Correctional Center, Elmore, Alabama, with a population of incarcerated, young adult felons. The report provides ample data in discussion of the results of experiments, and it includes a general discussion of the role of applied behavior analysis in the field of corrections. A relevant bibliography is also included. (Author)