Queen’s University Belfast

School of Social Sciences, Education and Social Work

Coursework Cover Sheet Here

 Table of Contents

Abstract..................................................................................................................................................1
Literature Review..................................................................................................................................2
Critical Evaluation................................................................................................................................4
Integration of ABA in Regular Teaching.........................................................................................4
Effectiveness of ABA in Mainstream Classrooms...........................................................................5
Challenges in Implementing ABA....................................................................................................6
Ethical and Cultural Considerations................................................................................................8
Key Conclusions....................................................................................................................................8
Effectiveness of ABA in Classrooms.................................................................................................9
Personal Viewpoint on ABA's Usefulness........................................................................................9
Challenges and Ethical Considerations............................................................................................9
Final Thoughts...................................................................................................................................9
References............................................................................................................................................11
BEHAVIOUR ANALYSIS CANNOT BE IMPLEMENTED IN A
MAINSTREAM CLASSROOM – DISCUSS
Abstract

This essay critically examines implementation of the Applied Behavior Analysis (ABA) in
mainstream educational frameworks in a critical manner. Even though paramount relevant under
increasing pressure to provide inclusive and differentiated instruction, this method has been
originally developed and optimized for specialized therapeutic settings. ABA offers a validated
and confirmed by science approach to understand and influence student behavior
comprehensively. Through prompting techniques that shape behavior via reinforcement in a
systematic manner, it can potentially improve one’s educational results.

This paper has carried out a diligent review of the literature to evaluate both the effectiveness
and the difficulties related to the implementation of ABA techniques in standard classroom
settings. As a part of this review, a variety of studies were evaluated, from fundamental theory to
recent empirical findings, providing a segue into understanding how the ABA methods were
applied outside of their usual context. Specifically, such approaches and tools as Discrete Trial
Training (Per Holth et al., 2018), the Good Behavior Game (Boyle et al., 2015), and token
economies (Vollmer et al., 1993) were considered to provide a comprehensive review of the
advantages and the challenges of using them across different educational environments.

Moreover, based on the reviewed sources, the discussion attempts to synthesize the seminal
research finding and pragmatic applications to demonstrate how ABA methodologies could
potentially transform teaching outcomes across a diverse student body. This group includes
pupils with specific education needs such as those on the spectrum and ones needing structure
for optimal learning outcomes. By referring to case studies and real-world applications, the paper
proves practical implications and results of ABA strategies to enhancing classroom management,
building positive behaviors, and improving academic outcomes across a range of educational
settings.

However, the discussion articulately asserts that despite certain logistical and ethical barriers,
there are substantial prospects of increasing educational efficacy implementing tailored ABA
strategies. When firmly rooted in educators intensive training and further supported through

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continuous extension and development, such strategies could fundamentally extend and advance
mainstay educational approaches. With that in mind, the discourse critically examines the major
implications of the heavy training required to implement ABA effectively, the logistical aspects
of its further implementation, and the ethical considerations of implementing behavioral
treatment in an educational context.

The main point the essay makes is that it is recommended to conduct more empirical research to
enhance existing strategies. It can be concluded that they will allow educators to address the
heterogeneity of the mainstream educational spectrum. Another argument is that a balanced
approach should be taken to ABA’s implementation. It can be characterized by doing no harm to
students with all types of disabilities and establishing a behavioral science background to
education. It can also be assumed that the identified main arguments related to this strategy
suggest contributing to the current body of knowledge. They can be used to create new and
innovative solutions to the task of ABA’s implementation and overcoming federal regulations.
Thus, they may need to be confirmed.

Literature Review

The notion of implementing Applied Behavior Analysis within traditional educational

frameworks has drawn substantial interest among academic researchers because of inflating
burden incurred by educators and policymakers trying to implement inclusive teaching
methodologies that can appeal to heterogeneous student population. Rooted in behavioral
psychology, ABA represents an applied method that offers structured practices for recording,
analyzing, and timely modification of student’s behavior through evidence-based reinforcement
strategies (Vargas, 2013). Initially, ABA technique was restricted to therapy, by creating an
enabling environment for the systematic treatment of autism spectrum disorders. It has however
progressively unveiled that the adopted principles also hold in alternative settings (Foxx, 2008;
Bender & Ukeje, 1989).

According to (Steege et al. 2006), the methodologies can be reorganized to become inclusive and
adaptable to the individual improved learning scenarios, in vast student groups, such
modifications are important to make sure that ABA practices are not only available but also work
across students of all ability’s backgrounds (Landrum & Kauffman, 2013).

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I chose the behavioral principles as defining elements of my implementation plan because they
provide the foundation for the ABA methodology. There is an abundance of scholarly literature
focused on the utility of ABA. For example, the study by (Griffith, Fletcher, and Hastings, 2012)
represents remarkable national research regarding the ABA technique and its application in
education. The researchers evaluated ABA strategies in terms of their implementation in schools
across the UK and concluded that there had been positive developments in behavior management
and education, which indicates that ABA tools can be successfully used in mainstream education.
As a result, the study provides a foundation for rejecting the claim that ABA should be primarily
used in special education settings (Grindle et al., 2012).

The possibility of integrating ABA into traditional classrooms is not without its difficulties,
despite its well-established effectiveness. First, given the difference in methods between general
and ABA education, the major challenge is the extensive change required to make ABA
strategies tenable in included settings. As (Fennell and Dillenburger, 2018) describe,
professionals need to gain a thorough understanding of ABA principles and be able to flexibly
implement them among other, non-developmentally delayed students. Moreover, the need for
extensive training programs and the necessity of constant adjustments of behavioral plans are
common themes in the literature, indicating a significant disconnect between theoretical efficacy
and practical implementation (Scott et al., 2005).

The application of ABA in mainstream classrooms is best exemplified by its approach towards
ethical considerations in teaching behavior. According to Khan (2016), the ethical implication in
the application of behavior modification technique using ABA is to ensure that “dignity” of the
learners is maintained. This approach is critical because ethical considerations are only relevant
when they maintain individual rights of learners and provide observable and feasible justification
for such applications (Anderson, Rodriguez, & Campbell, 2015).

However, despite these challenges, the possibility of significant strides in education makes ABA
a very promising area. For example, (Lynch and Keenan, 2018) present how Good Behavior
Game an ABA-based intervention could be adapted for mainstream schools and improve
behavior and involvement of the students. Moreover, introducing ABA to mainstream
educational institutions requires a thoughtful approach to training and development. As
(Anderson, Rodriguez, and Campbell, 2015) convey, functional behavior assessments in schools

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and the professional training and development that constantly come with it are crucial to help
teachers apply ABA in their daily work. Therefore, level of experience and understanding of
ABA among educators facilitate the integration of these methods. Moreover, the inclusion of
professional development ensures that teachers have tools and knowledge to apply ABA in the
ever-dynamic environment of mainstream schools (Warren et al., 2006).

Overall, the literature supports the complex nature of the relationship between ABA and
mainstream education. While there may be significant challenges in the implementation of ABA
strategies in mainstream classrooms, there is also a considerable potential for the improvement of
students’ educational outcomes. Thus, the literature allows for a guarded but generally optimistic
view on the prospect of ABA strategy integration with mainstream education, provided that a
certain level of caution and reliance on the evidence. applies and these strategies are used
responsibly and within the ethical framework of recognizing and accommodating the diverse
needs of the students (Stage & Quiroz, 1997; Twyman & Heward, 2018).

Critical Evaluation

Integration of ABA in Regular Teaching

Integrating Applied Behavior Analysis into general classroom settings requires intricate
adaptation to the wider educational goals, such as ensuring a coherent and comprehensive
learning environment. First of all, ABA is a fundamentally adept techniques of structured
behavioral interventions, which calls for its flexible and adequately responsive application to the
varying learning styles and needs. The transition from its rather clinical nature to its broader
application in the classroom setting has been demanding, but has gained a significant potential
along the way. The more tailored ABA’s intensive and gainful behavioral techniques are to
schools, the more improved both academic studies and social behaviors will be (Landrum &
Kauffman, 2013; Sulzer-Azaroff & Mayer, 1991).

One example is the use of targeted interventions such as precision teaching to enhance students’
academic skills in reading and mathematics. This approach breaks down educational tasks into
smaller segments and delivers immediate feedback, which can facilitate better learning efficiency
and skills acquisition. The use of behavior contracts and reinforcement systems can further

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facilitate this process by creating a more orderly and attractive learning environment, which can
stimulate students to be more engaged and accountable (Cooper, Heron, & Heward, 2007).

Moreover, the embedded ABA components within universal design for learning frameworks
illustrate how both methodologies can be expanded to help all students, instead of only those
with specific educational requirements. By integrating these ABA processes and emphasis on
clear contingencies, consistent reinforcers, and the ability to change instruction, teachers are
better able to develop sensing and meaning-making skills in all students, while also promoting
access to various learning standards (Hall, Meyer, & Rose, 2012).

Implementing ABA in mainstream classrooms also raises ethical and practical issues. Teachers
need to ensure that ABA strategies are implemented ethically, helping students learn new skills
without compromising their dignity and autonomy. In addition, teachers should also steer from
the temptation of teaching only for rewards, thus stifling students’ intrinsic motivation (Kohn,
1999; Grey, 2002). Therefore, successful application of ABA requires well-developed training
and constant professional development of teachers to ensure they implement these strategies
successfully and ethically. (Parsons & Reid, 2012).

Effectiveness of ABA in Mainstream Classrooms

The efficacy of Applied Behavior Analysis in mainstream classrooms is well-documented by

research that shows ABA having made a difference as far as behavior and academics are
concerned in all types of schools. Programs such as the School Wide Positive Behavior Supports
make use of the principles of ABA to create proactive and positive learning environments on a
much larger scale. Research clearly shows that SWPBS is responsible for taking place much of
the improvements in mainstream classrooms these days in that it has been shown to reduce
classroom disruptions make students much more engaging in the learning process. (Warren et al.,
2006; Bradshaw, Koth, Thornton, & Leaf, 2008).

Additionally, the individualized nature of ABA’s approach allows for custom-designed

educational strategies which makes learning more inclusive and accessible. Mainstream
education is not uniform, and students often have differing abilities and challenges. Therefore,
tailoring intervention mechanisms according to the needs of each student is a valuable aspect of
ABA that is conducive to more inclusive and accessible learning. (Steege et al., 2006; Horner et

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al., 2005). For example, better academic results can be achieved by using behaviour intervention
plans that are developed from ABA evaluations that specifically address behaviours that delay
learning. (Sugai & Horner, 2002).

There is also evidence of the positive impact of ABA-based strategies on academic performance.
Specifically, token economies and contingency contracts reward the desired behaviors and thus,
reinforce them, making sure that students are motivated to behave in the right manner over a
certain period of time (Matson & Boisjoli, 2009; Alberto & Troutman, 2013). Additionally,
techniques such as differential reinforcement are intended to reinforce the desired behaviors and
eliminate undesired ones, and have been proven to be effective for individuals and groups in
mainstreamed classrooms (Cooper, Heron, & Heward, 2007).

Furthermore, the utility of using ABA is evident because it allows effectively integrating
precision teaching, which is a method that can use fluency-based procedures to increase
efficiency of learning. As it focuses on improving proficiency and speed of performing academic
tasks, the method is compatible with the approach of ABA. Thus, the precision teaching can be
seamlessly integrated into the method, which is based on a number of data-driven decisions,
letting explores evaluate the progress of students and make adjustments in teaching accordingly
(Lindsley, 1992; Kubina & Yurich, 2012).

In summary, the application of ABA in mainstream educational environments is not only

effective but also crucial for addressing the complex behavioral and learning challenges in
diverse classroom settings. The continuous positive feedback from empirical research supports
the expansion of ABA methodologies in education, suggesting that further adoption and
adaptation of ABA principles could significantly enhance both the quality and inclusivity of
mainstream education (Horner et al., 2005; McIntosh, Bennett, & Price, 2011). These findings
advocate for ongoing professional development and research to refine ABA applications,
ensuring they remain effective and ethical in addressing the needs of all students.

Challenges in Implementing ABA

Despite the fact that the efficiency of ABA in mainstream classrooms is supported by evidence,
there are several issues preventing it from being promoted. The low intensity level of support
that is provided to both professionals and schools is one of the primary reasons for the concern.

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Indeed, in order for educators to become skilled in applying ABA techniques, significant
investment in staff development as well as regular professional supervision is required. Although
such programs focus on different staff members who learn to use the techniques appropriately,
the requirement for professional training remains unattractive to educators, let alone schools that
are already struggling with managing all available resources (Scott et al., 2005; Sugai & Horner,
2006).

Moreover, the possibility of the misapplication of the ABA techniques is another considerable
challenge. That is, when ABA strategies are not completely adapted to the specific conditions of
the mainstream classroom, there is a chance that these interventions will be too “mechanistic”
and “rigid,” and rather have an` opposite effect and worsen the environment for students instead
of enhancing it. Therefore, the result of the misapplication of ABA can be unstimulating and
inflexible classrooms which cannot facilitate the intrinsic motivation of the children either cater
to their individual learning styles (Kohn, 1999; Johnston, Foxx, & Jacobson, 2006).

Some researchers and psychologists believe that due to ABA’s excessive focus on observable
behavior, it ignores the role of cognition in the learning process, and the internal causes of
behavior. For example, Kuyza and Kerr note that because ABA emphasizes observable behavior
and is “content-free,” it ignores the importance of emotion and thought and the effect of
cognition on learning (Skinner, 1953; Kazdin, 2001).. Other researchers have also found that
many ABA interventions for students with autism work on a superficial level because they only
affect the symptoms and do not address the internal cognition and emotion of the person. Thus, it
is important to combine ABA with cognitive and emotional learning methods.

There are also concerns related to cultural differences and the use of ABA in various educational
settings. It is likely that some practices or strategies performed in ABA should be altered in order
to be viable across different cultures. Otherwise, there is a risk that they would be seen as
inappropriate or disregarding on an ethical or cultural level and the educators and students would
resist them (Parsons & Reid, 2012; Durand & Hieneman, 2008).

To address the aforementioned challenges, it is becoming increasingly important to refine the

practices of ABA, making them applicable and effective for a wide range of educational setting
and cultural peculiarities. For ABA to become a successful intervention that will not enhance
behavioral and academic effects but also make the learning process culturally responsive and

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psychologically inclusive, ongoing research in the area, including the receiving of feedback from
EDU stakeholders and adjusting the ABA practices according to the empirical data is going to be
crucial (Horner et al., 2005; McIntosh et al., 2011).

Ethical and Cultural Considerations

Taking this into consideration, ABA principles can be and should be used in education preserving
high ethical standards. In fact, the ethics of using ABA principles in education is a subject to
debate, as many critics state that the use of ABA in the classroom makes education manipulative
and overly controlling; and that both dignity and autonomy of students are grossly violated
(Gray, 2002). In other words, students’ rights and freedoms must not suffer in the course of
teaching them a morality lesson (Khan, 2016).

Summarizing the above said, it is safe to say that while teaching and educating a particular
emphasis should be put on teaching students’ ethics and morals, and ABA can be used as a basis
for preparing an ethical teacher.

Furthermore, cultural adjustment is important for each ABA that can be implemented in a diverse
classroom. It encompasses the adaptation of a program developed by the rules and requirements
of their culture to the understanding and respect of students from other cultural or social
communities (Anderson, Rodriguez, & Campbell, 2015). Cultural adjustment also means that the
cultural norms of any group of students should not be underestimated or disrespected in such a
program. Both aspects increase the efficiency of an implemented ABA and promote a better and
more respectful learning environment.

In sum, while the integration of Applied Behavior Analysis into mainstream classrooms presents
significant opportunities for enhancing educational outcomes, it also requires careful
consideration of methodological adaptations, resource allocation, ethical standards, and cultural
responsiveness. The success of ABA in regular education settings hinges on the ability of
educators to balance the structured approach of ABA with the dynamic and diverse needs of
mainstream classrooms. Ongoing research and practice refinement are essential to fully realize
the potential benefits of ABA, ensuring it contributes positively and ethically to educational
practices (Stage & Quiroz, 1997; Twyman & Heward, 2018).

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Key Conclusions

Exploring ABA in mainstream educational settings reveals a complex context in which its
adoption brings significant benefits and major challenges. Based on the reviewed literature, this
analysis discusses the adaptability and applicability of ABA within this context and the potential
for managing classroom behaviors and promoting students’ academic success.

Effectiveness of ABA in Classrooms

The APA’s scholarly-based strategies offer powerful resources for teachers. For example, specific
behavioral interventions have been proven to have a highly significant positive on classroom
climate and student learning outcomes. In more detail, reinforcement strategy and structured
behavior identification strategies can help teachers to deal with corporal punishment and
bullying, as well as to create and foster a healthy and friendly academic climate for each student
(Griffith, Fletcher, and Hastings, 2012).

Personal Viewpoint on ABA's Usefulness

In my opinion, ABA’s application in the classroom is highly useful. The approach is systematic
and can be individualized to an extent not achievable through other means. If executed
effectively, ABA is capable of significantly improving learning outcomes thanks to its highly
individualized nature. For example, multiple adaptations of the approach, such as the Good
Behavior Game or token economies, have proven useful in fostering both positive behavior and
engagement among students present in the classroom inclusive of all present populations (Lynch
and Keenan, 2018; Matson & Boisjoli, 2009).

Challenges and Ethical Considerations

However, risks of harm are associated with the use of ABA. As a rule, ABA-based interventions
are intensive and require many resources and training, which might not exist in many educational
settings (Scott et al., 2005). Additionally, it is critical to be sensitive to the fact that abuse of ABA
practices could lead to mental and physical harm to children in the long run. Moreover, ABA
encourages the dependence on external rewards potentially to the detriment of students’
autonomy (Khan, 2016).

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Final Thoughts

In conclusion, ABA may be a challenging practice to implement, but the benefits in terms of
creating an orderly and supportive learning environment are radical. I believe that, if educators
are properly trained in this approach, they are likely to apply it ethically and adapt to the needs of
the classroom, ABA can be a very useful tool in mainstream education, addressing not only
particular behavioral issues but also a wide range of educational goals, thus enhancing the
inclusivity and effectiveness of teaching different learner groups.

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