Evaluating the effectiveness of teacher training in Applied Behaviour Analysis

Citation

Grey IM, Honan R, McClean B & Daly M (2005) Evaluating the effectiveness of teacher training in Applied Behaviour Analysis. Journal of Intellectual Disabilities, 9 (3), pp. 209-227. https://doi.org/10.1177/1744629505056695

Abstract
Interventions for children with autism based upon Applied Behaviour Analysis (ABA) has been repeatedly shown to be related both to educational gains and to reductions in challenging behaviours. However, to date, comprehensive training in ABA for teachers and others have been limited. Over 7 months, 11 teachers undertook 90 hours of classroom instruction and supervision in ABA. Each teacher conducted a comprehensive functional assessment and designed a behaviour support plan targeting one behaviour for one child with an autistic disorder. Target behaviours included aggression, non-compliance and specific educational skills. Teachers recorded observational data for the target behaviour for both baseline and intervention sessions. Support plans produced an average 80 percent change in frequency of occurrence of target behaviours. Questionnaires completed by parents and teachers at the end of the course indicated a beneficial effect for the children and the educational environment. The potential benefits of teacher implemented behavioural intervention are discussed.

Keywords
Applied Behaviour Analysis; autism; behaviour support plan; Ireland; schools; service delivery

Journal
Journal of Intellectual Disabilities: Volume 9, Issue 3