Teaching Behavior Analysis to Pre-service Teachers in their Nonnative Language: Does Method Matter?
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Teaching Behavior Analysis to Pre‑service Teachers in their Nonnative Language: Does Method Matter? Sheri Kingsdorf1,2 · Karel Pančocha1 Accepted: 5 September 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Expanding the field of behavior analysis allows empirically validated practices to be more accessible for children impacted by autism, developmental disabilities, and behavioral challenges. However, even with the global advancement of applied behavior analysis (ABA) getting the science into the area where children spend most of their time, schools, can be a challenge. Professional development for teachers in the area of ABA has been previously investigated. However, incorporating ABA coursework into pre-service teacher training does not have a strong research base. Looking specifically at teaching ABA coursework in English to a group of speakers of English as a second language is even more novel. Therefore, the aim of this investigation was to use an alternating treatments design in an undergraduate pre-service teacher ABA elective course to evaluate the effectiveness and social validity of information delivery in two different formats: in-person lecture and online recorded lecture. The findings of the study did not show a difference in student course performance based on delivery method, but did show variations in preferences. Overall, the blended model of instruction proved effective in disseminating ABA to pre-service teachers in their nonnative language with promising reports for future usage. Keywords Pre-service teacher training · ABA dissemination · ESL learners · Instruction delivery
* Sheri Kingsdorf [email protected] 1
Faculty of Education, Institute for Research in Inclusive Education, Masaryk University, Brno, Czech Republic
2
Poříčí 31a, 60300 Brno, Czech Republic
13
Vol.:(0123456789)
Journal of Behavioral Education
Introduction The ABA Movement The growth of applied behavior analysis (ABA) has spanned the globe. It is an international industry that has crossed languages and cultures (Ardila 2006). Some of the countries where ABA has spread include China (Chang and Zaroff 2017), India (Kalgotra and Warwal 2017), Italy (Moderato and Presti 2006), and the Czech Republic (Kingsdorf and Pančocha 2020). This growth is not surprising given the expanse of literature supporting its usage in various applications: such as children with autism spectrum disorders (Peters-Scheffer et al. 2011), adolescents with emotional challenges (e.g., Kern et al. 2002), at-risk learners (e.g., Wood et al. 2002), and neurotypical children (e.g., Enoch and Dixon 2019). This worldwide expansion can arguably be attributed not to the academics doing the research on ABA’s efficacy, but stakeholders; specifically, those with the biggest stake in behavior change, family members of children with autism. ABA has been largely disseminated within the applied world as a result of necessity. Global organizations like Autism Speaks, the largest US-based organization for researc
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