Evaluations of the importance of applied behavior analysis competencies by teachers of students with emotional and behavioral disorders

Abstract

This investigation assessed the relative importance of knowledge and skill competencies in applied behavior analysis by elementary and secondary level teachers of students diagnosed with emotional‐behavioral disorders (E/BD). This was accomplished by administering the E/BD Knowledge Competencies Rating and E/BD Skill Competencies Rating Scales to 75 experienced teachers of students who have E/BD. Each scale contained a number of competencies in applied behavior analysis. Results between the importance ratings assigned to the skill and knowledge competencies in applied behavior analysis were presented. The major finding was that these teachers considered applied behavior analysis competencies, in general, to be very important components in their teaching knowledge and skills. However, significant differences among the mean importance ratings within both knowledge and skill competency lists were noted. In addition to implications for the future emphasis of applied behavior analysis knowledge and skill competencies in training programs for teachers of students with E/BD and general educators, potential future research directions were also addressed.