INTRODUCTION

Educational sciences are important structures that create a direct connection between the science of developmental psychology and pedagogy. Both of them focusing on the continue development of knowledge and skills applied both in children and adults.

The area of Applied Behavior Analysis, that specifically focuses on the teaching and modification of socially significant behaviors, makes use of specific scientific backgrounds that are an essential component in the academic and special needs education. A numerous ABA evidence-based approaches have been developed, in order to respond to the needs of the clients with and without a diagnosis (Autism, ADHD, intellectual Disability and DSA). During the last years, this has led to a continues increase in the application of scientific evidenced based research in various educational contexts and not only for individuals with special needs. 

ABA also offers useful strategies for the monitoring of knowledge acquisition and the decreasing in relation to problem behaviors. It shall be said, that the strategies that have been identified for the educational context, are not only essential for teachers and tutors, but they are even considered a fundamental basis for the parents, used in order to promote the continue and rapid acquisition and generalization.

Based on the topics that have been covered, AARBA has decided to organize and give life to a special interest group for behavioral analysts and behavioral technicians (psychologists, pedagogues, therapists and teachers), who are involved in the field of education.

BIBLIOGRAPHY

Dunlap, G., & Kern, L. (1997). Behavior analysis and its relevance to special education. In J.L. Paul, M. Churton, H. RoselliKostoryz, W. Morse, K. Marfo, C. Lavely, & D. Thomas (Eds.), Foundations of special education: Basic knowledge informing research and practice in special education (279-290). Pacific Grove, CA: Brooks/ Cole.

Greer, R. D. (1997). The comprehensive application of behavior analysis to schooling (CABAS®). Behavior and Social Issues, 7(1), 59-63.

Martens, B. K., Witt, J. C., Daly, E. J., & Vollmer, T. R. (1988). Behavior analysis: Theory and practice in educational settings. In C. R Reynolds & T. B. Gutkin (Eds.). The handbook of school psychology (3rd Ed.). New York: Wiley.

Dunlap, G., Kern, L., & Worcester, J. (2001). ABA and academic instruction. Focus on Autism and Other Developmental Disabilities, 16(2), 129-136.

Franzese L., Frolli A., Urs Campano (2018). Disturbi dello Spettro Autistico e Scuola. Proposta Linee Guida.

Alessandro Frolli

Professor of Developmental and Educational Psychology and Scientific Director of the Disability Research Centre at Università degli Studi Internazionali di Roma (UNINT)

Director of the School of Cognitive Behavioral Psychotherapy Serapide SPEE

Scientific Director of Fondazione Italiana Neuroscienze e Disordini dello Sviluppo (FINDS)

SUBSCRIPTION

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