Top 10 Tips for Teachers by Amanda N. Kelly, PhD, BCBA-D, LBA
ABA in Classroom Settings
This page is dedicated to discussing information pertaining to successful integration of ABA practices in classroom settings. Click the underlined hyperlinked title to access the full article/information.

No More Random Acts of Intervention By Jessica Minahan, MEd, BCBA

"While the suggestions they get may prove helpful at times, this kind of off-the-cuff consultation, based on instinct and a desire to help, doesn’t result in a systematic behavior analysis that can effect real change. A teacher may spend the entire year unsuccessfully trying these random acts of intervention, suggested by everyone from the occupational therapist who comes in to work with a small group to the reading specialist pulling a student out for a lesson to the math coach passing in the hallway. The ten questions below will generate interventions that actually make a difference."
Active Student Responding: Increasing Participation in Classroom Settings
By Amanda N. Kelly, PhD, BCBA-D, LBA
By Amanda N. Kelly, PhD, BCBA-D, LBA
A classroom teaching technique that increases participation and decreases disruption is active student responding (ASR). Active student responding measures include guided notes, response cards, and choral responding. Each have their advantages and times in which they may be more useful than another.
The benefits to active student responding is that it allows for informal assessment of student skills, provides increased opportunity to respond (and receive reinforcement), teachers report that methods are easy to implement, and students report finding it to be fun! This presentation will review the three types of ASR methods and will discuss the advantages and disadvantages of each method.


"Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms."
Hey teachers, behavior charts are not the problem. Here’s why
By Jessica Kendorski, PhD, NCSP, BCBA-D
By Jessica Kendorski, PhD, NCSP, BCBA-D
If an instructor implements a behavior strategy that does not reduce the inappropriate behavior or increase the appropriate behavior, then we must investigate what may be prohibiting that behavior change. This often involves determining the needs of the students and working to meet those needs. Behavior strategies do not dismiss the needs of students, in fact quite the opposite, it is used to develop more appropriate strategies for students to get their needs met. The bottom line is, each of these strategies can be considered a tool for managing classroom behavior. With any tool, the user must learn how to use it properly.

Effective Consulting, What Teachers Have Taught Me
By Jessica Minahan, MEd, BCBA
By Jessica Minahan, MEd, BCBA

"When I was a classroom teacher, I had both good and bad experiences with consultants. Teachers have the overwhelming responsibility to juggle 20 or more students, curriculums, state assessments — plus parents. Therefore, when dealing with a student who exhibits challenging behavior, the consultation should be reassuring and accessible without adding to the teacher’s stress level. Today, as a behavior analyst, I continue to learn valuable lessons from front-line teachers on how best to consult to them. I’ve found the more closely I work with teachers, the better equipped I am to help them handle the classroom. I translate the lessons I learn from one teacher into new ways to help another who’s handling a similar situation. Without a doubt, when the consultant is open to being taught, everyone benefits."
When Professionals Disagree Over Treatment Decisions
By Amanda N. Kelly, PhD, BCBA-D, LBA
By Amanda N. Kelly, PhD, BCBA-D, LBA
ATS hosted a webinar to give BCBAs a chance to air their questions anonymously to Dr. Amanda N. Kelly – a talented BCBA-D with many years of experience with ethics in behavior analysis. There was one question in particular that kept coming up – and it’s one most BCBAs working with individuals with autism will face pretty regularly. We wanted to share this question and Dr. Kelly’s feedback in hopes that it will help some of you face this dilemma. “What should a BCBA do when a family chooses to follow another professionals’ recommendation, when that advice differs from, or is in direct conflict with, the principles of the behavior program?”

Why Time-Outs Don’t Always Work By Jessica Minahan, MEd, BCBA

One size does not fit all when it comes to consequences and time-outs are no exception. Consequences are a small part of changing a student’s behavior in addition to teaching new skills and using preventative interventions. However, teachers do need to respond to a student’s challenging behavior in a way that will prevent reoccurrence. Time-outs don’t work for everyone and teachers who don’t understand when they should avoid using them could be accidentally intensifying the behavior of some students.
When you and your child’s teacher do not agree
By Jessica Kendorski, PhD, NCSP, BCBA-D
By Jessica Kendorski, PhD, NCSP, BCBA-D
The importance of a good relationship fit for teachers and students is crucial, and of equal importance is the relationship between parents and teachers. A positive partnership between parents and teachers has far reaching benefits. Research has shown students earn better grades, have more positive attitudes toward school, attend school more regularly, and engage in more positive behavior when their teacher and parents have a good relationship.

Small Wonders, Big Gains:
The Preschool Autism Classroom
The Preschool Autism Classroom
This video is a snapshot of what a preschool autism classroom looks like. A parent, a teacher, and a behavioral specialist provide insight and expertise on the role of early intervention and how it may influence the academic and social interaction of preschool children on the autism spectrum.
Applied Behavior Analysis (ABA) is used in this classroom curriculum to teach children along the Autism spectrum. This case study documents several classes of autistic children over the course of one school year to document each classroom's effectiveness in the student's academic and social development.
Applied Behavior Analysis (ABA) is used in this classroom curriculum to teach children along the Autism spectrum. This case study documents several classes of autistic children over the course of one school year to document each classroom's effectiveness in the student's academic and social development.
Understanding Autism:
A Guide for Secondary School Teachers (Part 1)
A Guide for Secondary School Teachers (Part 1)
The first of four segments ("Characteristics") in Understanding Autism: A Guide for Secondary Teachers. The DVD is designed to provide general education teachers with strategies for supporting their middle and high school students with autism.
At the end of this segment, viewers will be able to: (1) Describe how autism impacts learners; (2) Indicate how the characteristics of autism impacts individuals in a school setting; and (3) Understand that autism manifests itself differently in individual learners.
For ABA to be successful in schools...
( this in BC Canada)