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ERIC Number: EJ959014
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
Reference Count: 64
ISSN: ISSN-0827-3383
Principals Who Understand Applied Behavior Analysis Perceive They Are Better Able to Support Educators Who Teach Students with Autism
Loiacono, Vito; Palumbo, Anthony
International Journal of Special Education, v26 n3 p212-222 2011
Local educational agencies are challenged to teach students classified with autism in general education inclusive settings. Findings of empirical studies have reported many educators lacked the necessary pedagogical coursework and training to meet the instructional needs of these students. Building principals have reported they lacked the necessary training, skills, and confidence to evaluate and support teachers who teach students with autism. The purpose of the present paper was to survey 60 elementary school principals, in the Southeastern region of New York, to determine if they perceived they were trained, skilled, and confident in their knowledge of ABA to evaluate and support teachers who worked with students classified with autism in inclusive settings. Nine principals did not participate in this survey. Fifty-one graduate students expedited the interview process and completion of the surveys. The results of the survey supported the hypothesis that principals who understand behavior-analytic strategies grounded in the principles of ABA perceived they were better able to support educators who teach students with autism in inclusive classroom settings. (Contains 2 tables.)
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001