Teacher Perceptions, Use, And Knowledge Of Applied Behavior Analysis-Based Techniques

Applied behavior analysis (ABA) is an evidence-based approach to behavior intervention. There are many classroom management techniques based on the principles of behavior analysis. The purpose of this thesis was to investigate the following research questions: Do individual relationships exist between knowledge of ABA, perceptions of ABA, and use of ABA-based techniques? To what extent do teacher knowledge and perceptions explain variance in teacher use of ABA-based techniques? What is the relationship between grades taught and teacher knowledge, perceptions, and use of ABA strategies? What is the relationship between years of experience and each of the three variables? A survey was developed and distributed to kindergarten through 8th grade teachers. The survey assessed perceptions and use using Likert scale ratings. Knowledge was measured by responses to multiple-choice questions and vignettes describing typical classroom behavior problems. The data was collected and analyzed to determine the relationships between the three research questions. Results indicated that perceptions of ABA positively predicted use, while knowledge was not related to perceptions or use of ABA. Grade taught was negatively correlated with the use of ABA strategies. The discussion includes the implications and limitations of this study.