Classroom Teachers' ' Explanations ' of Student Behavior: One Possible Barrier to the Acceptance and Use of Applied Behavior Analysis Procedures in the Schools

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Abstract
Despite the proven effectiveness of the principles of applied behavior analysis (ABA) in producing academic and social behavior change, educators have been slow to accept educational procedures based on these principles. Teachers, and society in general, are conditioned to view behavior in terms of psychodynamic, developmental, and physiological explanations. The lack of acceptance of procedures emerging from the principles of ABA can set up barriers to successful consultation, especially when the consultant is behaviorally trained. The purposes of this study were to: (a) describe the explanationsof behavior held by preservice and inservice teachers, and (b) determine if these explanations change as a function of an ABA-oriented behavior management course. Results indicate that before exposure to ABA training, most teachers viewed behavior from a developmental or stage perspective. Data collected after the course indicated a shift to a behavioral view of classroom behavior. Implications of these results for consultants are discussed.

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