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

Dorsey, Shelby

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

dc.contributor.advisor	Williams-Diehm, Kendra
dc.contributor.author	Dorsey, Shelby
dc.contributor.committeeMember	Crowson, Howard
dc.contributor.committeeMember	Bagdayan, Annie
dc.contributor.committeeMember	Henry, Aiyana
dc.contributor.committeeMember	Kuntz, Emily
dc.date.accessioned	2022-03-11T16:33:09Z
dc.date.available	2022-03-11T16:33:09Z
dc.date.issued	2021-12-18
dc.date.manuscript	2021-12-17
dc.description.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.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/334961
dc.language	en_US	en_US
dc.rights	Attribution-NoDerivatives 4.0 International	*
dc.rights.uri	http://creativecommons.org/licenses/by-nd/4.0/	*
dc.subject	special education	en_US
dc.subject	applied behavior analysis	en_US
dc.subject	multitiered systems of support	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	A look into secondary teachers’ perceived knowledge and attitudes of applied behavior analysis and their effect on classroom use	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US