Serving students with autism: Ensuring a place for applied behavior analysis

The prevalence rate of autism spectrum disorder (ASD) has grown dramatically, and the Individuals with Disabilities Education Act (IDEA) requires educators to use evidence-based practices to improve academic and/or behavior outcomes for children with ASD. There is definitive scientific evidence rega...

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Bibliographic Details
Published inPhi Delta Kappan Vol. 103; no. 6; pp. 27 - 31
Main Author Barnett, Juliet E. Hart
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2022
Phi Delta Kappa
Subjects
Applied Behavior Analysis
Autism
Barriers
Children
Court Litigation
Educational Legislation
Equal Education
Federal Legislation
Individualized Education Programs
Intervention
Legal Responsibility
Pervasive Developmental Disorders
Special education
Student Needs
Students with Disabilities
ABA
treatment
therapists
related service
services
ASD
disabilities
IDEA
special education
Individuals with Disabilities Education Act
autism spectrum disorder
board certified behavior analyst
autistic
applied behavior analysis
BCBA
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Summary:The prevalence rate of autism spectrum disorder (ASD) has grown dramatically, and the Individuals with Disabilities Education Act (IDEA) requires educators to use evidence-based practices to improve academic and/or behavior outcomes for children with ASD. There is definitive scientific evidence regarding the effectiveness of applied behavior analysis (ABA) as an educational intervention for children with autism, yet ABA is not formally included as a related service under IDEA. Juliet Hart Barnett discusses how ABA can address the needs of students with autism, the barriers to its implementation, and why it should be treated as a related service that schools provide under IDEA.
ISSN:0031-7217
1940-6487
DOI:10.1177/00317217221082806