Abstract
Applied behavior analysis (ABA), a mainstay treatment used in the education of students with autism spectrum disorder (ASD), has grown in popularity in recent years. Paralleling the growth of ABA are increasing concerns regarding its inequitable treatment of vulnerable, and otherwise marginalized, populations of students. Although ABA has been shown to provide observable educational benefit, a growing number of professionals argue against its solitary use, believing it undermines respect for autonomy and social justice. In this column, a critical analysis of ABA practice is presented, through the lens of equity and the self-determined learning model of instruction. More specifically, advocacy for heightened emphasis on choice and personal agency, paired with strategies to support active learning within ABA-informed interventions, are discussed.
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