Research Proposal:

What are the Benefits of the Applied Behavioural

Analysis
Teaching Strategy for Autistic Students?

Sean Turner

ETEC 500
University of British Columbia
Dr. Sunah Cho
April 13, 2015

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 Introduction

Research Problem

Even though it is estimated that less than one percent of school-aged children (6-21) have a
major disability, the increase in the number of children diagnosed with autism or autism spectrum
disorder (ASD) has become an increasingly major concern throughout the US and globally. To this
date, there has been no study that offers any definitive explanation as to why for this dramatic increase
in the number of children diagnosed with autism throughout the US (Loiacono & Valenti, 2010).
Autism is the fastest growing developmental disability and is ranked the 6th most common classified
disability in the US (Loiacono & Allen, 2008). Children with autism spectrum disorders are a unique
group, even when compared to other individuals with learning disabilities. This can be such a
complicated and perplexing disability due to the social interaction, language, sensory, learning and
behaviour deficits and excesses found in these individuals, tied with their wide range of abilities,
developmental levels, isolated skills and unique personalities and abilities (Simpson, 2001).

Each year, thousands of student-teachers graduate from education programs around the country
and the world. Most education programs include a special needs course, but this is through lectures and
not 'hands on' learning. Many student-teachers are not equipped with enough education or tools to use
in classroom settings when it comes to working with autistic students. Therefore, educators need to
continue to be challenged to learn disability-specific teaching skills to meet the learning needs of a
higher number of children with autism in the classroom (Loiacono & Valenti, 2010). Children and
youth with autism spectrum disorders can make a significant progress when diagnosed early and when
exposed to consistent and structured programs based on effective educational methods and intervention.

Amongst the plethora of strategies that are used to treat autism, one of the best known effective
methods are those based on applied behavioural analysis or ABA (Simpson, 2001). Chisea (2004)
defines ABA as a systematic process of modifying and studying observable behaviour through the
changing of the environment (as cited in Ryan, Hughes, Katsiyannis, McDaniel & Sprinkle, 2011) .
The theory characterizes the components of any behaviour by an A-B-C model: the antecedent to the

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behaviour (A; stimulus/event that occurs prior to the behaviour), the behaviour itself (B; child's action
in response to a stimulus), and the consequence (C; outcome or result of the behaviour) (Ryan et al.,
2011, p. 60).

Research Questions

This qualitative research study will use an evaluation approach to explore the applied
behavioural analysis (ABA) teaching strategy with autistic students. More specifically, what are the
benefits of the ABA teaching method when applied to autistic students in an inclusive classroom
setting? The research conducted for this Master's project addresses the following questions:

1) How effective is the ABA teaching method in inclusive classroom settings with autistic
students.
2) How are classroom and special education teachers prepared to teach autistic students?

For this study, inclusive classrooms as cited in Loiacono & Valenti (2010) is defined as, An
educational setting in which students with disabilities have access to the general education curriculum,
participate in school activities alongside students without disabilities, and attend their neighbourhood
school (p.24). It's now the norm to include all special needs students in a regular classroom and it's up
to the teacher and educational assistant to accommodate him/her with a modified curriculum and to
know what teaching strategies to use.

Review of Literature

This literature review will examine themes related to the applied behavioural analysis strategy
with autistic students. In exploring the issue of ABA and the benefits of this strategy, three questions
inspired from Simpson (2001) emerge that help frame the research topic and inform the research
problem: What is the most suitable and effective framework of applied behavioural analysis? Is ABA
more effective when used exclusively or when applied along with other practices? What kind of
personnel is needed for effective ABA use? These questions are used to organize the literature review
section of this proposal.

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What is the most suitable and effective framework of applied behavioural analysis?

Guldberg (2010), mentions the Early Years Foundation Stage, which was implemented in
England. This type of early years education covers learning, development and care for all children from
birth to age five. This framework is to overcome roadblocks for children, to be aware of early signs of
needs that could lead to difficulties later throughout their school years and to challenge all children. In
order to achieve this, the diversity of the learner's needs had to be met by the workforce and thus the
IDP, Inclusion Development Program was launched. This would meet the needs of children on the
autism spectrum and is structured around the Early Years Foundation Stage principles. Children's
learning experiences would be would structured through the themes of 'a unique child', 'positive
relationships', 'enabling environments' and 'learning and development' (Guldberg, 2010).

Baer et al., (1968, 1982) as mentioned in Boutot & Hume (2012), recommend that research-
based and/or intervention on applied behavioural analysis principles be judged on six criteria: 1) Is the
intervention/research applied? 2) Is the intervention/research behavioural? 3) Is the
intervention/research analytic and conceptual? 4) Is the intervention/research technological? 5) Is the
intervention/research effective? 6) Does the intervention/research have generality? If these criteria are
met, practitioners can then decide the research and or treatment is based on the science of ABA. If all
of these are not met then one can determine that the practice or intervention does not fall under the
services based on the principles of ABA (Boutot & Hume, 2012).

Another approach that identifies issues connected with ABA methods with children on the
autism spectrum is an IEP (Individualized Education Program) scenario along with school conferences
and policy literature. These serve as guideposts for identifying ABA methods which include: 1) The
most suitable form of ABA. 2) Reasonable outcome expectations for students who are educated using
ABA. 3) Whether ABA is more effective when used alone or applied with other practices. 4) What
support network is needed for effective ABA use (Simpson, 2001).

The ABA method highlights the need to focus on the unique needs of the child, the importance

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of working in partnership with professionals and parents, the creation of environments and the need to
focus on what we know about development and learning (Guldberg, 2010).
Is ABA more effective when used exclusively or when applied along with other practices?

The first study that provided the effectiveness of ABA programs for children with autism was
conducted by clinical psychologist Ivar Lovaas. In 1987, one group of children less than four years old
received an intensive treatment of ABA called discrete trial training (DTT) over two to three years. This
type of strategy in an instructional one where a specific task (called the trial) is isolated and taught by
being presented to the student repeatedly. Responses are written down for each command and the trial
is continued until the child masters the task. In order to be successful, ABA programs require intense,
consistent and constant feedback and correction of the child's behaviour (Ryan et al., 2011). Lovaas
reported that almost half (47%) of the children in the ABA program were higher functioning compared
to 2% of the control group who were not receiving treatment.

Healey, O'Connor, Leader & Kenny (2008) also mention the above study. In a follow-up study
aimed at looking into the long-term outcomes of these same children, McEachin, Smith and Lovaas
(1993) as cited in Healey et al. (2008), found that IQ and behavioural gains were maintained over a ten
year period. More recent studies have determined important outcomes by providing a comparison
between the applied behavioural analysis approach and a combination of other practices. One study
included a group of children with an ABA program that highlighted the use of supported techniques
such as: reinforcement strategies, prompting, shaping, functional communication training etc. in
structured, informal one-on-one and group settings. A second group of children received different
teaching procedures which included: a component of ABA, Treatment and Education of Autistic and
Related Communication Handicapped Children (TEACCH) along with sensory integration, circle time
and music periods. The first ABA group received 28 hours per week of treatment and the second study
included 40 hours per week of treatment. The results concluded that children receiving the ABA
program scored higher on standardized tests and had made progress more in a number of different areas
than the children in the other group. The findings included reported areas in communication, language,
social skills, problem behaviours and independence (Healey et al., 2008).

In the research paper by Callahan, Shukla-Mehta, Magee & Wie (2009), they looked at both the

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applied behavioural analysis approach and the TEACCH method. These two models are among the
most widely known comprehensive intervention models and despite domination in the world of autism
treatment, ABA and TEACCH are sometimes viewed as competing and/or mutually exclusive
treatments. As cited in Callahan et al. (2010), a team of researchers identified a list of evidence-based
autism interventions that were socially acceptable by 187 parents, teachers and administrators based on
their responses to a mail-in questionnaire (Callahan et al., 2008). In their survey, the researchers
excluded any terms that were associated with the ABA or TEACCH method to avoid any bias. The
respondents only expressed their opinion about the importance of each specific intervention component
as part of a high-quality autism program.

These respondents of autism services indicated strong support for specific treatment
components within five key areas: 1) Individualized programming. 2) Data collection. 3) The use of
empirically demonstrated strategies. 4) Active collaboration and 5) A focus on long-term outcomes.
The results indicated that the parents, educators and administrators in their sample showed no clear
preference for the interventions when using either the ABA or the TEACCH model. However, the
results did show in favour of using a combination of interventions. These findings have significant
implications for developing and implementing effective treatment programs for serving children with
autism spectrum disorders (Callahan et al., 2010). Simpson (2010) also agrees that the most effective
and appropriate programs with autism should include a variety of practices and ongoing evaluations of
interventions and treatments.

What kind of personnel is needed for effective ABA use?

There is no doubt that the personnel required to plan, evaluate and implement ABA programs is
a very important aspect. However, there should be no disagreement that professionals who educate
children with autism must have the appropriate skills and knowledge for the design, application and
evaluation of ABA programs (Simpson, 2001). Dymond and Gilson (2007) argue that if special
education teachers lack appropriate training to work with children who have autism, then it will
obviously be expected that the learning outcomes of these children will not show much improvement
(as cited in Loiacono & Valenti 2010). General education teachers themselves have reported that they
don't have the proper tools or education to teach children with autism in inclusive settings. It has been

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reported that 61% of classroom teachers, wanted the training to instruct children with learning
disabilities such as autism. Having special education teachers work with general classroom teachers is
certainly helpful, but in many cases, special education teachers are not properly trained or prepared to
teach children with autism (Loiacono & Valenti, 2010).

In the US, the No Child Left Behind Act of 2001 states that evidence based research practices
must be implemented within their instructional settings, however higher education does not appear to
be adequately preparing special education teachers to meet the challenges of working with children
who have autism. A significant collaborative effort between universities, colleges and local school
districts needs to begin and discussions must take place to brainstorm ideas on how to better prepare
special education teachers and classroom teachers in teaching children diagnosed with autism. Perhaps
a more in-depth survey of universities and colleges should be implemented to determine what is being
considered to improve training of special education teachers and classroom teachers in applied
behavioural analysis (Loiacono & Allen, 2008).

Methods

This section outlines the methods used to explore the benefits of the applied behavioural
analysis (ABA) approach with autistic students in inclusive classroom settings. This qualitative study
will use an evaluation approach to explore the benefits of the applied behavioural analysis approach
with autistic students. Two research questions will be addressed in this study:

1) How effective is the ABA teaching method in inclusive classroom settings with autistic
students.
2) How are classroom and special education teachers prepared to teach autistic students?

The purpose of this study is to see how autistic students are benefiting from using the ABA
teaching strategy and how well are the educators prepared with the task of implementing this approach.
The participant(s) of this study, which include student(s) and teachers, will be selected from Admiral
Seymour Elementary School in Vancouver, BC, Canada; Ms. X's grade 6/7 classroom where she has 2
designated students with autism. I personally know Ms. X and she has agreed to allow me to conduct

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my research in her classroom. The school's population is multicultural, primarily Caucasian,
Aboriginals, Indo-Canadian and of Asian descent. This is an inner-city school where the socioeconomic
status is low with a high learning disability rate amongst the children.

Data will be collected using interviews with the two autistic students and questionnaires will be
distributed among the special education teachers and classroom teachers at Admiral Seymour
Elementary. All participants will read an invitation letter and will not have their names published in the
final research report. Ms. X's classroom includes 18 students with one classroom teacher (Ms. X) and
one student support worker who splits his time between the two autistic students. The student support
worker and classroom teacher are both trained using the applied behavioural approach. As mentioned
earlier, this study will be a qualitative evaluation research approach. Evaluation research is the
methodical process of collecting and analyzing data about the effectiveness, quality, products,
practices, merit or value of programs (Gay, Mills & Airasian, 2012).

The focus is to determine if ABA is the most effective strategy to use with autistic students.
Interviews will be conducted between myself and the two autistic students. Students at this grade level
can communicate far better about their needs and wants compared to students in primary grades. I
chose this method of data collection since it will be a true reflection of how well the ABA method is
working. I don't want to physically be in the room as the classroom or special education teacher might
alter their teaching habits to accommodate a guest if observing the class. The interview will be one-on-
one and will include open ended questions about the ABA method and how is it working in the
classroom. The interview will be analyzed using a coding software system from the website at
Atlasti.com. This will evaluate the effectiveness of the ABA teaching strategy. Questionnaires will be
distributed amongst all teaching staff at Admiral Seymour Elementary. These will be analyzed and
thoroughly looked at to determine if the staff is properly equipped with the right tools and educated on
the ABA program. Other avenues can be looked at to determine if the school board needs to address
this issue by having professional development workshops or if the hiring process needs to include
applicants with more qualifications who have education on the ABA method.

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Table 1 Study Design

Research Question Design Data Source Analysis

How effective is the ABA Descriptive Interviews Semantic Analysis /

teaching method in Content Analysis
inclusive classroom
settings with autistic
students?
Descriptive Questionnaires Semantic Analysis
How are classroom and
special education
teachers prepared to
teach autistic students?

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Table 2 Timeline for the Study

Events Sep Oct Nov Dec Jan Feb Mar Apr May
1) Submission of the + + *
research proposal
2) Data collection by +*
sending out consent
forms to all
participants in the
study including
questionnaires to
respectful teachers
and staff
3) Analyze + *
questionnaires from
teachers and pros and
cons related to the
ABA method
4) Conduct one-on- + *
one interviews with
the 2 students
5) Analyze this data + *
using software from
atlasti.com
6) Write the research + + *
report
7) To publish the + *
results and report to
graduate supervisor
Note: + = continuing work; * = projected completion

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*Adapted from Conducting Educational Research: Guide to Completing a Major Project, by D.
Boudah, 2011, p. 190. Copyright 2011 by Sage Publications, Inc.
Discussion

The data results coming from the one-on-one interviews will hopefully highlight the strengths
and weaknesses when the ABA model is implemented in an inclusive classroom setting. The students
themselves know best what works for them and what doesn't and interviewing grade 6/7 students will
produce a great analogy of this type of method. Each child has a different learning style, especially
when it comes to autistic students. The ABA method should be an individualized approach for each
student and allowing them to talk freely on this method will be beneficial. I'm hoping to analyze these
results from the interviews using a software coding system that will determine what works, what
doesn't, what needs tweaking and further areas needing development in the ABA model. Further
information can be found at www.atlasti.com.

The questionnaires that will be completed by the teaching staff at Admiral Seymour Secondary
will highlight how classroom and special education teachers are equipped with the tools and education
when teaching the ABA method. If needed, further recommendations will be mentioned as to how
better equip special education and classroom teachers to teach using the ABA model to autistic
students.

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References

Boutot, E. A., & Hume, K. (2012). Beyond time out and table time: Today's applied behavior analysis
for students with autism. Education and Training in Autism and Developmental Disabilities, 47(1), 23-
38.

Callahan, K., Shukla-Mehta, S., Magee, S., & Wie, M. (2010). ABA versus TEACCH: The case for
defining and validating comprehensive treatment models in autism. Journal of Autism and
Developmental Disorders,40(1), 74-88.

Guldberg, K. (2010). Educating children on the autism spectrum: Preconditions for inclusion and
notions of "best autism practice" in the early years. British Journal of Special Education, 37(4), 168-
174.
Gay, L.R., Mills, G.E., & Airasian, P.W. (2012). Educational research: Competencies for analysis and
application (10th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Healy, O., O'Connor, J., Leader, G., & Kenny, N. (2008). Three years of intensive applied behavior
analysis: A case study. Journal of Early and Intensive Behavior Intervention, 5(1), 4-22.
doi:10.1037/h0100407
Loiacono, V., & Allen, B. (2008). Are special education teachers prepared to teach the increasing
number of students diagnosed with autism? International Journal of Special Education, 23(2), 120-
127.

Loiacono, V., & Valenti, V. (2010). General education teachers need to be prepared to co-teach the
increasing number of children with autism in inclusive settings. International Journal of Special
Education, 25(3), 24-32.

Ryan, J. B., Hughes, E. M., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2011). Research-based
educational practices for students with autism spectrum disorders. TEACHING Exceptional Children,
43(3), 56-64.

Simpson, R. L. (2001). ABA and students with autism spectrum disorders: Issues and considerations for
effective practice. Focus on Autism and Other Developmental Disabilities, 16(2), 68-71.

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 Appendix A: Letter to the Interview Participants

Hello,

My name is Sean Tuner and I am currently enrolled in the University of British Columbia. I am
taking a Master's Program and am conducting research on the effectiveness of the applied behavioural
analysis (ABA) teaching method geared towards autistic students. I personally chose your school as I
know Ms. X and used to have a working relationship with her at one point in my teaching career. I
would like to invite you to participate in a questionnaire about the ABA strategy that would help me in
completing my research for my course. It will ask you open ended questions on what you know about
the ABA method, if applicable, how it used in your classroom and the overall effectiveness of this
approach. It should take no longer than 10 minutes to complete. This research has been approved by the
Research Ethics Board at the University of British Columbia. If you wish to participate in this study
please answer the questionnaire attached to this paper and return to Ms. X by.................

I would like to personally thank you for taking the time in completing this questionnaire. If you
have any questions, please do not hesitate to ask. My information will be provided on the reverse side
of this sheet.

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 Appendix B: ABA Questionnaire for Teachers/Special Educational Teachers

Please write down your answers to these questions to the best of your ability.

1) Do you have any special needs children in your classroom? Please indicate what learning
disability the child has.

2) Do you know or currently use the ABA approach in your classroom? Do you find it effective
with your autistic student(s)?

3) Have you been trained in teaching ABA? If so, where did you complete your training?

4) Do you feel that you are fully equipped with the appropriate tools to teach autistic students?

5) How can your school or school board better prepare teachers and special education teachers
with ABA training?

6) Do you feel that only specially trained professionals should be teaching autistic students that
know the ABA method?

7) )What other strategies or teaching methods do you use or know about when it comes to teaching
autistic students?

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 Appendix C: Interview Consent Form

Your child's participation in this study is purely voluntary and you may or may not wish your
child to participate. I will be asking questions relating to the applied behavioural analysis approach and
the effectiveness it has on your child. This research is being conducted under permission of the
Research Ethics Board at the University of British Columbia. The guardian will not participate in this
interview, just the child. This is solely for my research and nothing will be published that has your
names on it. Your signature indicates that you give permission to your child to participate in this study.

Thank you for your time.

_______________________________Guardian's Name (Signature)

_______________________________Child's Name (Print)

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 Appendix D: Interview with the Two Students

Introduce yourself to the student

Opening questions:
What's your name? How old are you?
How many brothers and sisters do you have? What's your favourite subject in school?
What's the best thing you like about school? What's the least thing you like about school? Do you like
the teachers that you work with?

Talk about ABA

What do you know about autism?
Do you know what the applied behavioural analysis is? If so, what is it?
Are you finding school too easy? Too hard?
How is the teacher/special education teacher accommodating the curriculum for you?
How many different teachers do you work with each day? What do they do with you each day?
Have you noticed any special type of instruction that the teachers use to help you learn?
Are you learning the same things as the rest of the class?
Do you want your teachers to use another method that you would think help you and your learning in
school?
How do you feel about learning in an inclusive classroom setting? Does it impact your learning?

Support Outside of School

What do you like to do after school?
Do you get along with your family?
How does your brothers and sisters help you with your learning?

Wrap-up
Is there anything else you would like to tell me? About school? About autism? About ABA?

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