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Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration

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Abstract

The field of applied behavior analysis has devoted considerable effort to the problem of educating America's youth. In addition to developing a wide range of procedures to improve children's academic and classroom survival skills, behavioral researchers have discussed a wide range of technological characteristics that are likely to facilitate the adoption of their procedures by educational decision-makers and practitioners. A movement to restructure American schools has become highly popularized within educational, political, and public media forums over the past several years. One general characteristic of this movement is its failure to recommend the more frequent implementation of applied behavior analysis techniques to educate America's youth. A close inspection of three global models for school reform, however, reveals notable compatibilities with the focus and goals of applied behavior analysis. Applied behavior analysts can collaborate with and contribute to the school restructuring movement by pursuing the more formal and systematic analyses of characteristics essential to the adoption process.

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Authors and Affiliations

  1. Early Childhood Intervention Program, Allegheny-Singer Reseach Institute, Pittsburgh, Pennsylvania

    Frank W. Kohler Ph.D. (Associate Research Scientist)

  2. Early Childhood Intervention Program, Allegheny-Singer Research Institute, Pittsburgh, Pennsylvania

    Phillip S. Strain Ph.D. (Director)

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  1. Frank W. Kohler Ph.D.
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Kohler, F.W., Strain, P.S. Applied behavior analysis and the movement to restructure schools: Compatibilities and opportunities for collaboration. J Behav Educ 2, 367–390 (1992). https://doi.org/10.1007/BF00952355

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