A look into secondary teachers’ perceived knowledge and attitudes of applied behavior analysis and their effect on classroom use

Abstract

Teachers are under pressure to improve both academic and behavioral outcomes for students’ in-school and post-school performances. Secondary school teachers are tasked with not only meeting challenging instructional and curriculum needs but also addressing their students’ diverse social and behavioral needs. The purpose of this study was to examine secondary teachers knowledge and attitude toward applied behavior analysis (ABA) and their use of ABA. Furthermore, this study examined if knowledge and attitude predicted use of ABA.