Inclusive Elementary Classroom Teacher Knowledge of and Attitudes toward Applied Behavior Analysis and Autism Spectrum Disorder and Their Use of Applied Behavior Analysis

Abstract

The purpose of this study was to examine inclusive elementary teacher knowledge and attitude toward Autism Spectrum Disorder (ASD) and applied behavior analysis (ABA) and their use of ABA. Furthermore, this study examined if knowledge and attitude predicted use of ABA. A survey was developed and administered through a web-based program. Of the 369 teacher participants, 159 inclusive elementary teachers were chosen for the purposeful sample. The results indicated that inclusive elementary special education teachers as compared to general education teachers had higher levels of accurate knowledge of ABA. Inclusive elementary teachers that took coursework or training in ASD held more positive attitudes toward inclusion of students with ASD. Inclusive elementary classroom teachers that knew someone with ASD, as compared to those that did not, had more accurate knowledge of ABA and held more positive attitudes toward inclusion of students with ASD. A correlation analysis revealed a positive relationship between use of ABA and attitude toward use of ABA and knowledge of ABA. Finally, results of a regression analysis revealed that attitude toward use of ABA and knowledge of ABA were essential components for use of ABA. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]