I currently have an adult UG teacher candidate with Autism that has shared their negative perspective on ABA and has been reluctant to embrace Systematic Instruction (the name of the course I'm teaching) because of its foundation in ABA. It opened a space for discussion in the class, and it was a lively exchange. It seems the candidate didn't actually experience anything negative first-hand but had heard from- heard from- and heard from to come to their conclusions.
Interesting how good things are slow to grow and be shared, while any hint of a negative experience spreads like wildfire. As we move into applying what we are learning in SI to field experiences with students, I'm seeing a change in this candidate's perception of ABA. Once the candidate sees first-hand the benefits and progress of their students, and the data comes in from progress monitoring, I believe we can put out some of those 'fires.' :)
This piece reminds me that I want to point out to the candidate that they are where they are now, because of the early ABA therapy they received.
My reply here isn't so much about ABA, but more broadly about teachers with disabilities. I recall that a group of people were gathering together at professional meetings long ago to discuss teachers who have disabilities. I think one of those people was Clay K., is often seen here in the SET neighborhood. They published a book on the topic Maybe we can smoke him out for some observations....
Anderson, R. J., Keller, C. E., & Karp, J. M. (1998). Enhancing diversity: Educators with disabilities. Gallaudet University Press.
Meanwhile, Luann, I hope you'll keep us posted about how things go for the teacher candidate with whom you are working.
I currently have an adult UG teacher candidate with Autism that has shared their negative perspective on ABA and has been reluctant to embrace Systematic Instruction (the name of the course I'm teaching) because of its foundation in ABA. It opened a space for discussion in the class, and it was a lively exchange. It seems the candidate didn't actually experience anything negative first-hand but had heard from- heard from- and heard from to come to their conclusions.
Interesting how good things are slow to grow and be shared, while any hint of a negative experience spreads like wildfire. As we move into applying what we are learning in SI to field experiences with students, I'm seeing a change in this candidate's perception of ABA. Once the candidate sees first-hand the benefits and progress of their students, and the data comes in from progress monitoring, I believe we can put out some of those 'fires.' :)
This piece reminds me that I want to point out to the candidate that they are where they are now, because of the early ABA therapy they received.
My reply here isn't so much about ABA, but more broadly about teachers with disabilities. I recall that a group of people were gathering together at professional meetings long ago to discuss teachers who have disabilities. I think one of those people was Clay K., is often seen here in the SET neighborhood. They published a book on the topic Maybe we can smoke him out for some observations....
Anderson, R. J., Keller, C. E., & Karp, J. M. (1998). Enhancing diversity: Educators with disabilities. Gallaudet University Press.
Meanwhile, Luann, I hope you'll keep us posted about how things go for the teacher candidate with whom you are working.