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Journal of Intellectual Disabilities
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Evaluating the effectiveness of teacher training in Applied Behaviour Analysis

Ian M. Grey

KARE Services, Newbridge and Trinity College Dublin, Ireland, igrey{at}tcd.ie

Rita Honan

Trinity College Dublin, Ireland

Brian McClean

Brothers of Charity, Roscommon, Ireland

Michael Daly

Trinity College Dublin, Ireland

Interventions for children with autism based upon Applied Behaviour Analysis (ABA) has been repeatedly shown to be related both to educational gains and to reductions in challenging behaviours. However, to date, comprehensive training in ABA for teachers and others have been limited. Over 7 months, 11 teachers undertook 90 hours of classroom instruction and supervision in ABA. Each teacher conducted a comprehensive functional assessment and designed a behaviour support plan targeting one behaviour for one child with an autistic disorder. Target behaviours included aggression, non-compliance and specific educational skills. Teachers recorded observational data for the target behaviour for both baseline and intervention sessions. Support plans produced an average 80 percent change in frequency of occurrence of target behaviours. Questionnaires completed by parents and teachers at the end of the course indicated a beneficial effect for the children and the educational environment. The potential benefits of teacher implemented behavioural intervention are discussed.

Key Words: Applied Behaviour Analysis • autism • behaviour support plan • Ireland • schools • service delivery

Journal of Intellectual Disabilities, Vol. 9, No. 3, 209-227 (2005)
DOI: 10.1177/1744629505056695
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Home page
 J Intellect DisabilHome page
L. Roll-Pettersson and S. Ala'I-Rosales
Using blended and guided technologies in a university course for scientist-practitioners: Teaching Applied Behaviour Analysis to autism professionals
J Intellect Disabil., June 1, 2009; 13(2): 113 - 142.
[Abstract] [PDF]