Applied Behavior Analysis is a framework for evidence-based approaches and interventions that can make meaningful changes in the lives of individuals by increasing socially significant behaviors (Fryling, 2011). Applied Behavior Analysis is most known as strategies that are beneficial to those with disabilities. However, Sheeply & Brown (2018) explained that applied behavioral analysis has always played a major role in education and many academic curriculums follow a behavioral theory. All aspects of learning are based on the principles of behavior and many academic curriculums utilize concepts that fall under the Applied Behavioral Analysis umbrella (Cooper et al., 2007).
Students who are not able to show mastery in academics despite using the standard teaching method-- need explicit instruction to make progress. This includes teaching methodologies such as Direct Instruction, Precision teaching, Generative Learning, Functional Communication, Discrete trials and Natural Environment Teaching.
Our approach is effective at identifying and working towards building up:
* deficits in basic academic skills, such as reading, writing, and mathematics
* learning skills deficits, such as goal setting, listening, noticing, reasoning, thinking, studying, comprehension, and organizing
*performance skills deficits; such as skills in performing tasks in a timely, accurate and organized manner, and decreasing minimally disruptive behaviors
Our programing is systematic and very individualized. Data plays an important role in this application process. Data at Upward Trend Academy does not mean giving a lot of assessments in hopes the child learns. We utilize a single subject design approach to determine the effectiveness of our intervention.
From the American Academy of Pediatrics:
The guidelines state that children who receive early intensive behavioral treatment have been shown to make substantial, sustained gains in IQ, language, academic performance, and adaptive behavior, as well as some measures of social behavior, and their outcomes have been significantly better than those of children in control groups. There is a growing body of evidence that supports the efficacy of certain interventions in ameliorating symptoms and enhancing functioning, but much remains to be learned.