Differences in Special Education Teachers' Applied Behavior Analysis Scores: A Causal-Comparative Study

This quantitative, causal-comparative study aimed to determine if there was a difference in applied behavior analysis scores from the applied behavior analysis test between traditional and non-traditionally certified teachers and veteran and new teachers. This research also aimed to identify if there was an interaction effect between experience level and type of certification when considering understanding of applied behavior analysis. This study is important as the findings contribute to the education system within the central Texas area as it uncovered the level of knowledge specific special education teachers in self-contained classrooms have and determined if educators are implementing the best evidence-based practices, such as applied behavior analysis methods into the classroom. 144 special education K-5th teachers from 12 counties, 81 school districts, and 337 school campuses, of which 87 school campuses have a self-contained special education classroom within the central Texas area, completed the applied behavior analysis survey. The 144 educators were divided between four treatment groups and consisted of 36 teachers with traditional certifications and 36 teachers with non-traditional certifications, as well as 36 veteran teachers, and 36 new teachers. The results of the two-way analysis of variance for the interaction between experience level and type of certification indicate a difference between the two groups. It can be concluded that new special education teachers require more training in applied behavior analysis. Future research could focus on understanding the effectiveness of applied behavior analysis strategies and supporting special education teachers in fully implementing these techniques for the benefit of students with autism spectrum disorder.