First Presenter's Institution

Slippery Rock University of Pennsylvania

Second Presenter's Institution

Slippery Rock University of Pennsylvania

Third Presenter's Institution

Slippery Rock University of Pennsylvania

Fourth Presenter's Institution

Slippery Rock University of Pennsylvania

Fifth Presenter's Institution

Slippery Rock University of Pennsylvania

Strand #1

Academic Achievement & School Leadership

Strand #2

Safety & Violence Prevention

Relevance

In regards to the five strands outlined to guide the content of conference proceedings, the authors volunteer the results of our research to address

1. "Head" - Academic Achievement and Leadership - the information gathered through this study identifies needs in terms of differentiated instruction, support of Special Education Services to learning having ASD and behaviorial disorders and increasing the potential for teachers to engage in inclusive practices through the application of ABA driven instructional technologies.

2. "Hands" - Safety and Violence Prevention - the application of ABA driven instruction endorses behavior management effectively, addresses crisis management in a proactive and environmentally focused manner and can be applied to the creation of safe spaces and increasing anger management through explicit and structured teaching replacement behaviors.

Brief Program Description

This survey was initiated to explore the perceptions and daily practices of Applied behavior Analytic ABA) by educators supporting exceptional learners in public and private school settings in Pennsylvania. This survey explores the degree to which educators are trained, feel confident in and actually carry out a range evidenced based practices following an ABA approach. Results are also presented in regards to barriers that educators feel limit the delivery of ABA based approaches and undermine the fidelity of interventions once introduced in their professional settings.

Summary

This poster presentation will examine the state of current practices and opinions of professionals recognized as Board Certified Behavior Analysts (BCBAs) and Teachers of Students having exceptionalities working specifically school based settings. Responses were collected from a regional sample of professionals recognized as BCBAs and fellow educators working in schools using Applied Behavior Analytic (ABA) Practices. These professionals should be trained and utilize sound applied behavioral principles and evidenced based interventions, given the continued push for inclusion for all exceptional learners .This survey attempted to collect data on the state of ABA service delivery in these settings. Respondents were more specifically queried on the types of interventions most frequently used in their professional experiences and where ABA practices are most commonly used. Other questions included: What areas of intervention did professionals receive most or least formal training? What was the amount of formal training they experienced and what types of training platforms used for instructional delivery?

Evidence

Participants identified both professional and environmental barriers experienced in the delivery of ABA services as well as a lack of receiving quality ABA training. Comparisons across participant responses were analyzed based on professional roles, training, years of experience, etc. Finally, recommendations to increase effectiveness of future professional development and training experiences is provided.

Format

Poster Presentation

Biographical Sketch

Dr. Eric J. Bieniek, PhD is an assistant professor in the Department of Special Education at Slippery Rock University of Pennsylvania. He is also a licensed behavior specialist in the state of Pennsylvania (LBS), nationally certified psychologist (NCP) and board certified behavior analyst (BCBA-D). Dr. Bieniek has a range of educational, clinical and supervisory experiences supporting the needs of learners having autism spectrum disorders and similar neurological, behavioral and emotional disorders across the lifespan in public, private educational settings as well as residential, community and vocational programs. Dr. Bieniek has also served as a curriculum developer for higher education and program developer for vocational and community programs for transition age learners. Finally, Dr. Bieniek serves as an independent evaluator and expert witness supporting families and families faced with due process disputes. His research interests involve supporting behavioral supports, social skills and trauma experiences for persons having disabilities as well as transition planning.

Dr. Dorotha "Mike" Monfore is an Associate Professor for the Department of Special Education at Slippery Rock University. She received her Bachelor of Science Degree in both Early Childhood Education and Elementary Education, a Masters Degree in Special Education with a focus on Severe Emotionally Disturbed and Autism, and a Doctorate Degree in Special Education with an emphasis in Severe Behavior Disorders and Juvenile Justice all from the University of North Texas. Prior to moving to Pennsylvania Dr. Monfore was a behavior specialist, special education classroom teacher, and consulting teacher for 10 years in Texas. Her research interests focus on behavioral concerns in children with Autism. In addition to presenting numerous papers at the state and national level, Dr. Monfore is involved with the International Association of Special Education.

Dr. Rineer-Hershey is an Assistant Professor for the Department of Special Education at Slippery Rock University as well as the Coordinator for the Community Programs for Americans with Disabilities (CPAD) program. She graduated from Millersville University in 2003 with a dual certificate in special and elementary education. She earned her M.Ed. in Special Education as well as her teaching certification in English as a Second Language from Eastern Mennonite University in 2006. Dr. Rineer-Hershey then went on to complete her Doctorate Degree in Educational Leadership & Instructional Management from Robert Morris University in 2010. She teaches graduate and undergraduate special education courses as well as advises all the students enrolled in the Special Education Transition Program. Dr. Rineer-Hershey has taught for Slippery Rock University since August 2014. Prior to that time, she worked for California University of Pennsylvania for 2 years as an Assistant Professor in the Early, Middle and Special Education Department. Additionally, she was a special education teacher in the public schools for 5 years and also worked in the Technical Training and Assistance Network for the Pennsylvania Department of Education for 2 years. Her research interests include the areas of transition services, inclusive practices, co-teaching as well as Autism Spectrum Disorder. Her research experience is greater in the area of Qualitative and Mixed Method research designs.

Dr. Matthew Erickson is an Assistant Professor for the Department of Special Education at Slippery Rock University. He received his Undergraduate Degree in Special Education and Elementary Education from Slippery Rock University. He earned his M.Ed. with Principal Certification from California University of Pennsylvania. He then earned a Doctorate Degree in Education from Youngstown State University. Dr. Erickson was a special education teacher and also served as a principal in the Philadelphia and Pittsburgh areas. He does work throughout Pennsylvania in public schools in the areas of positive behavior supports, special education law and procedures, and instructional strategies. His research interests focus on online learning, alternative educational settings, assistive technology, inclusive classrooms, and administration. He has recently published articles in the International Journal of Special Education, and the Journal of College Teaching & Learning.

Dr. Richael Barger-Anderson is an Associate Professor for the department of Special Education at Slippery Rock University as well as the doctoral coordinator for the Education Doctorate Degree in Special Education at Slippery Rock University. She graduated from Clarion University in 1994 with a dual certificate in special and elementary education. She also earned her Master’s Degree in special education from Clarion University in 1997. She then taught in the public school system for 7 years as a learning support teacher at the Moniteau and Union School Districts. During this time, she also taught as an adjunct professor at Butler County Community College and Mt. Aloysius College as well as continued her education to earn her doctorate. In 2002, she graduated from Indiana University of PA with an Education Doctorate in Curriculum and Instruction with areas of research in specific learning disabilities in reading and inclusive education. She also received her Special Education Supervisory Certificate in 2014 and occasionally serves as an interim administrator for local school districts. In addition, she has provided professional development to over 90 schools in Pennsylvania, Iowa, Texas and the U.S. Virgin Islands. Dr. B-A has also co-authored a book titled "Co-Teaching in Your School Using the Co-design Model". She has presented at national, international, state and local conferences, and her research interests include inclusive education, co-teaching, literacy, and collaboration.

Keyword Descriptors

Autism, Evidenced-Based, ABA, Behavior, Schools

Presentation Year

2018

Start Date

3-6-2018 4:00 PM

End Date

3-6-2018 5:30 PM

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Mar 6th, 4:00 PM Mar 6th, 5:30 PM

A review of survey data collected on the use of Applied Behavior Analytic (ABA) based instructional strategies by educators in Pennsylvania schools

This survey was initiated to explore the perceptions and daily practices of Applied behavior Analytic ABA) by educators supporting exceptional learners in public and private school settings in Pennsylvania. This survey explores the degree to which educators are trained, feel confident in and actually carry out a range evidenced based practices following an ABA approach. Results are also presented in regards to barriers that educators feel limit the delivery of ABA based approaches and undermine the fidelity of interventions once introduced in their professional settings.