Implementing the behavioral strategy Applied Behavioral Analysis within the classroom successfully
Introduction
“Every child deserves a champion-an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.” This beautiful quote by Rita Pierson is the definition of a teacher who would do anything for his or her students and never give up on them. It most importantly emphasizes the type of teacher who would never give up on a student with a disability. In todays society the number of children being diagnosed with different learning disabilities has increased tremendously and continues to grow everyday. With this learning disability epidemic, teachers are now faced with having to educate a large number of students with disabilities, which can prove to be very difficult. Often, students with learning disabilities have behavioral problems that negatively effect their learning process. Teachers must be powerful and have the drive to push a child with a learning disability and have the knowledge to apply behavioral strategies so the student can have a positive learning experience rather than one that is controlled by their disability. One particular behavioral strategy that is very common and popular among educators is known as Applied Behavioral Analysis or ABA.
In this research project, I will examine how a teacher can successfully use the behavioral strategy, Applied Behavioral Analysis within a classroom to improve the learning process and overall schooling experience for students with special needs. The understanding of this behavioral strategy is very important and should be taken very seriously by educators. Due to the increasing number of students being diagnosed with disabilities in todays society, educators need to be aware of the types of behavioral strategies that should be used to improve their students education. That is why the main purpose of this study is to determine how a teacher can successfully use the behavioral strategy, ABA so it can be used properly and effectively to benefit the education of special needs students. My three categories of analysis will focus on the knowledge and experience, the flexibility, and lastly the dedication a teacher must have concerning ABA. Through this I hope to be able to determine how a teacher can effectively apply ABA within a classroom.
Literature Review
The research on my topic is geared towards discovering what Applied Behavior Analysis is all about and how a teacher can use it effectively on his or her students. The article I researched was titled; “Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities.” Written by Melanie L. O’Mea. This article first touches on the basics of ABA and what it does for students with disabilities. It states that ABA is most commonly used for students who are living with multiple disabilities. Due to the disabilities these students face, their behavior is effected tremendously which in turn effects their schooling. That is where ABA comes into play. “One of the classic principles of behavior analysis is the concept of ABC, which is a theory that is used to determine what is causing behavior and how to manage it. A is representative of antecedent, B of behavior, and C of consequence”(O’Mea, 65). This statement represents an aspect of ABA that a teacher needs to practice properly in order for it to work effectively. In order for this ABC method to work a teacher must be dedicated in developing a behavioral plan for the particular student. A teacher needs to observe the student and record the behavior. Then the teacher can construct a plan that goes along with the specific behavior of the student. This takes time for a teacher to do, considering every child is unique and requires their own behavioral plan.
O’Mea continues to discuss the ABC method of Applied Behavioral Analysis and the dedication required by a teacher for it to work properly so it can improve the education of the students. Everything the teacher does is vital, any wrong move or error can effect the way the ABA works on the particular student. If the teacher lacks knowledge or experience, ABA may never work and the student will get nothing out of the behavioral strategy, and their education will be negatively effected. As it is stated in the article; “It is also important that the consequences or reinforcers are followed through on. If the verbal consequence or reinforcer is not given every time the activity occurs or does not occur, the credibility of the instructor is affected and the student has no incentive to believe the instructor”(O’Mea, 67). That statement proves how important it is for an instructor to have knowledge of ABA. If they don’t understand that the reinforcer needs to be given to the student every time the activity occurs or doesn’t occur then ABA will never work for the student and it would all be a waste of time. That is why it is so important for a teacher to have knowledge and experience with the use of ABA.
The author of the article that I have discussed above helps us understand the basics of ABA and how it can be used to improve the education of special needs students. Most importantly the article focuses on how a teacher can successfully use ABA. It touches on the fact that a teacher needs to be dedicated to his or her students, flexible with the types of students needing the behavioral strategy, and the knowledge and experience to be able to implement the strategy properly. I will continue to touch on these important categories throughout my study.
Methods
I decided to conduct my research through an interview of a licensed Speech Pathologist who uses the behavioral strategy, Applied Behavioral Analysis on a daily basis. We held the interview in her office at the public school where she works and it lasted about 45 minutes. This interview was great for my research because I could ask all the questions I needed to help support my research question. I liked the idea of doing this face to face interview because not only was I able to ask numerous questions, I could also analyze the way she acted and interacted with me which describes her as a person. I also decided to record the interview so I could go back afterwards to transcribe it and analyze her language features. At the beginning of the interview I let my participant know what I was going to ask her about to make her feel as comfortable as possible. She didn’t seem nervous at all which made the interview a lot easier and very laid back. I first started by asking simple questions regarding herself, her education, and her current employment. She answered them all confidently without hesitation. As the interview progressed I began asking questions regarding Applied Behavioral Analysis.
The subject began to tell me how many students she services for speech throughout the day, which is 9 nine groups of children with about 1 to 4 children in each group. She then began to list the types of disabilities some of her students have. The knowledge she had regarding her students in each ones individual disability was amazing. Then she began to explain her schedule throughout the day. Her very precise and well thought out schedule shows her dedication as a teacher. Soon I asked about her use of ABA and her knowledge regarding the behavioral strategy shined through. She talked about how she uses ABA daily and that when using it you need to be flexible because not every child is the same. She even admitted that sometimes the strategy doesn’t work but as a teacher you can never give up on a student even if a particular strategy doesn’t work.
Overall, this interview showed me the types of qualities a teacher needs to have in order for a behavioral strategy, such as ABA to be successful. The teacher needs to have knowledge and experience, flexibility, and dedication. After transcribing this interview I have found that my participant possesses these qualities as an educator, in turn having a positive attitude towards ABA, resulting in the success of the strategy when used on students.
Analysis of the Data
The main point of this data will be concerned with determining what type of teacher is needed in order for Applied Behavioral Analysis to be successful. This data will help answer our research question and give us insight into how ABA can be administered to a special needs child to better their education.
Knowledge and Experience
The first category of my data analysis will be concerned with determining whether a teacher needs knowledge and experience in order for Applied Behavioral Analysis to be successful. According to the article, “Implementing Applied Behavioral Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities,” by Melanie O’Mea, a person using ABA needs to have knowledge and experience for the outcome of the strategy to be positive. If a teacher doesn’t have knowledge or experience they may apply the strategy in a completely wrong way, resulting in a negative outcome for the child. This will then effect the education of the student as well as how they look at their teacher. As stated in the article, “It is also important that the consequence or reinforcers are followed through on. If the verbal consequence or reinforcer is not given every time the activity occurs or does not occur, the credibility of the instructor is affected and the student has no incentive to believe the instructor”(O’Mea, 67). This statement implies the fact that if an instructor isn’t conducting ABA the proper way numerous things can occur to the student. Their behavior will not improve, their education will be negatively effected, and the trust they have in their teacher will decrease due to the strategy being used incorrectly. That is why it is so important that a teacher has the knowledge and experience regarding ABA. I also found evidence from my interview with the Speech Pathologist of the importance that knowledge and experience has when using ABA.
In the transcribed interview that I conducted with the Speech Pathologist I was able to find evidence that shows that knowledge and experience is important when using ABA with special needs students.
C: Now that you have explained a little bit about what you do and how your day looks, could you tell me about a behavioral strategy you use in the classroom for the students with disabilities?
A: I learned about ABA therapy while in school but never actually got to use it until I started my teaching at Barnegat. I also did a lot of my own research on ABA and I watched how other special ed teachers and therapists applied ABA strategies with the students.
C: So what would you say your definition of ABA is?
A: Well lets see...(seems to be thinking) I feel ABA is like a training program of behaviors. Behaviors can be from mild to severe. ABA can also be used for regular ed. students who dont have much motivation. In my opinion it is a work-reward work-consequence system.
C: Nice, you seem really informed.A: I mean I do it every day.C: Can you tell me why you choose to use this strategy in the classroom?
A: I mean first of all I have seen the success in it. It doesn’t always work but I have found it to be the most successful approach.
This part of the transcribed interview shows how knowledge and experience is a factor in the success of ABA. The participant describes how she learned about ABA while in college and continued to gather her own research regarding the strategy while learning from other teachers as well. This proves that she made sure to have the knowledge and experience of the strategy before deciding to use it on her own students. In turn, because of this she has, “Seen the success in it.”
Flexibility
The second category will be focused on whether a teacher needs flexibility in order for ABA to be successful. Within the research article and the transcribed interview it was found that teachers must be very flexible in order for ABA to work for a special needs student. They also must be flexible for when ABA doesn’t work for a student. A point reflecting the flexibility of a teacher is stated in the research article. “While working with a population with multiple disabilities, O&M specialists may need to modify their goals and objectives. The average university training program for O&M specialists focuses on skills such as independent street crossings, alignment, and intersection analysis. However, it may not be realistic for students with multiple disabilities to achieve these goals” (O’Mea, 65).
From that statement, we find that at times teachers need to change their goals and objectives for different types of students. That is when the teacher needs to be the most flexible. At times that is when a teacher makes the biggest mistake. They decide to stick with the same goals and objectives for every student, when they need to be flexible and design different goals and objectives for every student. In turn, the flexibility of a teacher will increase the success of ABA. In the transcribed interview my participant also showed evidence of having flexibility when using ABA.
C: Im sure it is. But has there ever been a time that ABA hasn’t worked for your students?
A: Um of coarse..Students who lack motivation will sometimes not benefit from the ABA strategy.
C: So what do you do when this happens?
A: Well I would just use a different strategy then. Each student is very different and unique in how they learn and how they react to things. It is my responsibility as professionals to be ready and aware of this so we can implement a “Plan B” at any moment.
In the interview above we find the flexibility this teacher has when using ABA. She discussed that when ABA doesn’t work for one of her students it is her responsibility as a professional to implement “Plan B.” This way a new strategy can be used for the student and their education will continue to move forward with the use of a new strategy. If this teacher wasn’t flexible and continued to use the same ineffective strategy on the student their educational would be effected terribly and ABA would begin to hurt them instead of help them.
Dedication
Lastly, in the final category we focus on whether a teachers dedication is required when using Applied Behavioral Analysis. After reviewing the research article we found evidence to prove dedication is vital when conducting ABA. When using the strategy the student doesn’t begin to benefit immediately. It takes a lot of trial and error before a teacher designs the perfect ABA plan for the student. All of this trial and error takes an extremely dedicated teacher. “By recording data, the practitioner will begin to determine patterns in the student’s behavior. A chart should be developed that lists the date and time of the incident, the setting, or activity in which the behavior occurred, the antecedent, the consequence, and the function of the behavior” (O’Mea, 66). This statement from the article is an example of the work a teacher needs to put into the proper use of ABA. All of this work requires the dedication of the teacher and their desire for the student to benefit from ABA. If a teacher lacks dedication then the student may never find his or her perfect ABA plan.
Also, evidence was found in the transcribed interview that my participant was a very dedicated teacher, which results in the success she has with ABA.
C: You seem to feel very strongly about the use of ABA.
A: Yes, I love it I really do. Its helped so many of my students.
C: Do you think you will continue to use ABA throughout your career?
A: I will 100% continue with ABA therapy throughout my career. Its proven system which I have been able to implement and use with little failure so far haha (fingers crossed). I think it is very important to have a good knowledge of this therapy whether you use it or not.
In this particular part of the interview you can see her dedication when she states that she has had little failure and she will continue to use the strategy because of this. This proves that due to her dedication to the ABA strategy her students have continued to benefit from the strategy, with few negative effects. A teacher who lacks this profound dedication will never see the success in ABA and their students will miss out on a fantastic strategy.
Conclusion
In conclusion, my research question, “How can a teacher successfully use the behavioral strategy, Applied Behavioral Analysis within a classroom to improve the learning process and overall schooling experience for students with special needs?” has successfully been answered. Through the use of an informative research article by Melanie O’Mea, and the analysis of an interview from a licensed speech pathologist, we were able to prove that in order for ABA to be administered successfully, a teacher must have knowledge and experience, flexibility, and dedication. Through the use of these three categories we were able to find evidence to prove that these qualities in a teacher when using ABA is vital for it to be successful. If a teacher uses ABA without having any knowledge and experience regarding how to administer it properly then the strategy may never begin to work for the child. If the teacher is not flexible when using ABA, meaning aware of the differences between each student then a child may have an ABA plan for himself that just doesn’t fit properly. Lastly, if the teacher is not dedicated when using ABA and is discouraged easily when failure occurs then a students education may be hindered rather then improved due to a teachers laziness. Teachers need to focus more on these categories when using ABA so the success rate for this behavioral strategy can begin to improve and special needs students across the globe will have a greater learning experience then ever before.
Works Cited
O¿Mea, Melanie L. "Implementing Applied Behavior Analysis For Effective Orientation And Mobility Instruction Of Students With Multiple Disabilities." Journal Of Visual Impairment & Blindness 107.1 (2013): 65-70. Academic Search Premier. Web. 12 Dec. 2013.
