This handbook addresses how applied behavior analysis (ABA) principles and procedures can be integrated into classroom settings. It examines key classroom issues, such as introducing ABA techniques into the framework of compassionate care and trauma-informed care as well as the principles of diversity, equity, and inclusion. The handbook describes ways in which educators and other professionals can observe and measure behavior in an objective and practical manner. In addition, it describes evidence-based procedures and practices and their role in the classroom and introduces methods for targeting appropriate classroom behaviors and addressing problem behaviors. The handbook explores interdisciplinary care and addresses the fading of classroom supports.
Key areas of coverage include:
- Observation and measurement of behavior in the classroom.
- Data analysis and interpretation for educators and other professionals.
- Evidence-based practices, including early intervention, discrete trial instruction, programmed instruction, token economies, and the Good Behavior Game.
- Social skills, cooperation, transitions, food selectivity, math skills, and vocational skills.
- Interventions for problem behaviors, including preventive and reactive approaches, functional assessment as well as generalization and maintenance.
- Caregiver training and program development.
The Handbook of Applied Behavior Analysis in the Classroom is a must-have resource for clinicians, therapists, and other practitioners and professionals as well as researchers, professors, and graduate students in clinical child, school, and developmental psychology, child and adolescent psychiatry, special education, clinical social work, rehabilitation medicine / physical and occupational therapy, pediatrics, neurology, and all related disciplines.
Table of Contents:
Part 1. Introduction to Applied Behavior Analysis and the School Setting.- Chapter 1. Overview of ABA.- Chapter 2. ABA and the Inclusive Classroom.- Chapter 3. ABA and the Special Education Classroom.- Chapter 4. Compassionate Care and ABA.- Chapter 5. Child Psychopathology and Trauma-Informed Care.- Chapter 6. Incorporating the Principles of Diversity, Equity, and Inclusion for Individuals with ASD.- Chapter 7. Ethical and Cultural Considerations.- Part 2. Observation and Measurement of Behavior in the Classroom.- Chapter 8. Selecting and Defining Classroom Behaviors.- Chapter 9. Measuring Behavior in the Classroom.- Chapter 10. Graphical Representation and Interpretation of Behavior in the Classroom.- Chapter 11. Practical Designs for Analyzing Data.- Chapter 12. Assessment Methods for Teachers.- Part 3. Guide to ABA Procedures for Educators.- Chapter 13. ABA and Evidence-Based Practice.- Chapter 14. Early Intervention Models.- Chapter 15. Discrete Trial Instruction.- Chapter 16. Programmed Instruction.- Chapter 17. Token Economies.- Chapter 18. The Good Behavior Game.- Part 4.: Addressing Target Skills.- Chapter 19. Social Skills and Communication.- Chapter 20. Cooperation with Teacher Instruction.- Chapter 21. Classroom Transitions.- Chapter 22. Food Selectivity and Healthy Eating.- Chapter 23. Mathematics and Anxiety.- Chapter 24. Vocational Training.- Part 5. Addressing Problem Behavior.- Chapter 25. Universal Protocols and Behavioral Hygiene.- Chapter 26. Practical Functional Assessment of Problem Behavior.- Chapter 27. Comprehensive Strategies for Treating Problem Behavior.- Chapter 28. Programming for Resilience Across Classrooms and Teachers.- Part 6. Interdisciplinary Care.- Chapter 29. Caregiver Training.- Chapter 30. Collaboration and Program Development.- Chapter 31. Writing a Behavior Intervention Plan.- Chapter 32. Fading Supports.
About the Author :
Joshua Jessel, PhD, BCBA-D, completed his master's degree at the University of Maryland, Baltimore County, USA, where he worked with individuals who exhibited severe problem behavior on the neurobehavioral inpatient unit of the Kennedy Krieger Institute. He went on to earn his doctoral degree at Western New England University, with his primary research focusing on the assessment and treatment of problem behavior with autistic children. Dr. Jessel continued to extend this line of research as a postdoctoral fellow at a clinic in Texas, where he oversaw nearly 100 children admitted to an outpatient program. He has currently authored more than 50 research articles and chapters and continues his scholarship as an assistant professor at Queens College in New York City.
