given a specific name. On a similar note, the procedures used at particular schools are sometimes labeled the same name as the school. Given society’s tendency to put things into categories, it is important to keep in mind that every learner with autism requires an individualized educational plan. Behavior analysts should use their knowledge and experience to create and monitor such a plan. Doing so may require using a combination of strategies that have research support. You should proceed with caution with any professional who knows only one set of strategies or “brand” of ABA. MYTH All professionals are created equal and all explain ABA in the same way. FACT All professionals do not receive equivalent training. In fact, there is some variability in the training of behavior analysts and even greater variability in the training of behavioral “consultants.” Be wary of taking one professional’s perspective. Obtain a second opinion, if necessary. In terms of using the same terminology, many behavior analysts do. However, there are many examples of similar strategies with different names and slightly different components. Hopefully, this book will make these similarities and differences more clear. (For more information on the qualifications and credentialing of behavior analysts, please see chapter 10.)
Resources
Association of Professional Behavior Analysts. (2009). The use of restraint and seclusion as interventions for dangerous and destructive behaviors. Available at www.apbahome.net. Autism New Jersey. (2010). Position statement on the use of restrictive procedures within comperhensive behavior support plans. Robbinsville, NJ: Author. Available at www.autismnj.org.
60
ABA as a Profession
Made with FlippingBook - Online catalogs