BEHAVIORAL ANALYSIS 1

Emmery Flanagan
Behavioral Analysis and Intervention
BEHAVIORAL ANALYSIS 2

Author’s Note

For this project, I created a children’s book that used social-emotional regulation

techniques to help regulate behavior in various settings, but especially in classrooms. The goal of

my product was to provide an accessible resource for children that helped to teach regulation

strategies at a young age. To do this I shadowed a behavioral intervention specialist, Mr. Marcial

Gonzalez, within the school system, to understand behavior. Throughout my shadowing, I was

introduced to these ideas the process behind identifying behavior, and the steps mandatory to try

and change them. I was able to thoroughly go through the process of behavioral intervention,

data collection, and key components of behavioral intervention that are foundational to

successfully reaching a goal behavior. A special thanks to Mrs. Allison Graves, who has helped

immensely throughout the process of the senior project. Additionally, a special thanks to Mr.

Marcial Gonzalez for all of his valuable help, insight, and time throughout my shadowing. For

more information or questions concerning my project, please feel free to reach out to

emmerygf@gmail.com, or my mentor, who can be reached at

MarcialAnthony.Gonzalez@vbschools.com.
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Introduction

Whether we have been conscious of it or not, behavior has been shaping our experiences,

processes, and emotions ever since we were born. Thus, many foundational aspects of our daily

lives are built around our behavior: how we choose to interact with others, how we decide to

tackle a problem that comes our way, or how we either positively or negatively respond to the

events that affect our lives. In fact, behavior has often been a determining factor in many

outcomes in one’s life. With that being said, behavior has been studied extensively throughout

history, especially with our understanding of how to alter it to create more desirable behavioral

outcomes. This is found in one of the most profound types of behavior therapies used today,

applied behavior analysis, or what is most commonly referred to as ABA therapy, which is the

basis of the topic of my senior project, which focused on behavioral intervention in youths.

ABA therapy was first developed by Dr. O Ivaar Lovas in the 1960s (WebMD), with a

foundational basis in the ideas of the behavioral psychologist, B.F. Skinner. B.F. Skinner heavily

relied on the ideas of conditioning processes, or a learning process in which one’s behavior

becomes dependent on stimuli in the surrounding environment, and consequences of behavior.

Consequences of behavior, or what occurs directly after the behavior, can be either positive or

negative. Positive consequences encourage the behavior to be continued, while negative

consequences discourage the behavior.

Initially, ABA therapy relied on both punishments and rewards but has since been

reformed to become centralized on reward-based behavior. With that being said, this initial use

of punishment for behaviors made ABA a controversial form of therapy, which still extends into
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today. While the controversy no longer lies in the use of punishing negative behavior, there is

still speculation on how ABA has a focus that is centralized around eliminating behaviors, rather

than building skills. There is also the idea that ABA focuses on fitting children into “neurotypical

standards”, as well as that ABA therapy can be too intensive for younger ages, with work that

can be upwards of 10-20 hours a week with a client. Although, while controversial, many also

argue in support of the use of ABA therapy, as they state that it aims to help individuals become

more independent. ABA therapy allows for the introduction of goal behaviors, which when

slowly practiced with rewards, ideally work towards the behavior being completed without the

need for external rewards. Not only that, but it is one of the behavioral therapies that is more

successful, with over an 89% success rate. Other behavioral therapies generally show an average

lower success rate, such as cognitive behavioral therapy, with a 75% success rate (Watt, 2023).

In today’s world, ABA therapy is often used in classrooms as well as privately within

homes within companies, and while ABA therapy is most commonly associated with the

treatment of autism, numerous disorders can be addressed through the use of ABA therapy,

including attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder

(OCD), panic disorder, post-traumatic stress disorder (PTSD), and others (Lord, 2023). With a

broad scope of application, this therapy is important in its application and helps in shaping and

assisting with behavioral issues. This is especially true when considering rates of behavioral

issues occurring nationally. For example, about ten percent of children suffer from oppositional

defiant disorder (a disorder classified with behaviors typical of tantrums, arguing, low

self-esteem, low frustration threshold, etc.), and two to five percent of children suffer from

attention deficit hyperactivity disorder.

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It is also important to note that ABA therapy, while an integral part of the topic that I

studied, was used as a part of the behavioral intervention process. Behavioral intervention also

aims to alter behavior, and it integrates ABA therapy strategies into its process, but with

additional steps, which will further be discussed. Behavioral intervention is commonly used

within school systems, and it has been a process that has been needed increasingly over the years

due to the withstanding effects of the pandemic, especially on younger ages. For public schools,

87% of public schools reported that the Covid-19 pandemic negatively impacted student

behavior as well as social-emotional development. Additionally, 84% of public schools agreed

that students’ behavioral development has also been negatively impacted. This was exhibited

through increased incidents of classroom disruption such as “student misconduct (56 percent),

rowdiness outside of the classroom (48 percent), acts of disrespect towards teachers and staff (48

percent), and prohibited use of electronic devices (42 percent) to the COVID-19 pandemic and

its lingering effects” (Lord, 2023). This is why I took a particular interest in researching

behavioral intervention and ABA therapy; coupled with my interests in psychology topics such

as behavior, and with my interest peaked due to the changing trends in behavior seen around us,

especially within school communities, I wanted to fully understand how this is treated.
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My Story

My fascination with understanding the mind and other topics related with psychology

first started when I entered my freshman year of high school, initially with personal research,

starting with my first APA paper that discussed how influential messages shape the mind and

how it’s wired. I further pursued topics related to the mind and how it works with the first

independent research project in my sophomore year with the senior project, where I researched

various topics that I found related to the brain. This research had more of a biological and

physiological basis, rather than psychological, but it helped to set a foundation for my

understanding of the basic processes of the brain. My research also influenced me to pursue

taking AP psychology in my junior year, which was when I was able to hone in on my topic for

my senior project: behaviorism. After advancing my understanding and interest through AP

psychology, I knew that I wanted to have a topic related to behavior, but initially, this started as

wanting to pursue investigating the different types of therapies for disorders of the mind. This

initial idea was quickly turned down, as finding a mentor in this particular field proved difficult

because finding a mentor in a therapy field psychologically included a lot of liability issues,

especially with patient confidentiality.

Back at the drawing board, at the time, I was volunteering at a local elementary school

where I volunteered to help in a kindergarten classroom, both when school was in session as well

as after school. During this time, I had an interesting discussion that sparked the idea of my

senior project. During the conversation with the kindergarten teacher, we discussed how the

children who were coming into the classroom had highly noticeable differences in behavior from

behavior the pandemic to after. Having a personal understanding of how the pandemic had
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changed my behavior during that time, I found a topic that I resonated with as well as one that I

found engaging and wanted to investigate further.

Knowing that I wanted to investigate altering behaviors, I was put into contact with a

behavioral intervention specialist within the VBCPS school system, Mr. Marcial Gonzalez, who

became my mentor for the Summer of 2023. While behavioral intervention focused on altering

behavior, it also incorporated strategies of ABA therapy, which was one of my original ideas for

what I wanted to pursue in my senior project. This opportunity was extremely fortunate because

despite having to redirect my topic choice slightly, I gratefully found a mentor in a field of

psychology that I could shadow, and incorporated one of my original interests for my senior

project (therapy), as well as incorporating newer ideas of behavioral intervention, especially in a

classroom setting.

After securing my mentor for the summer and completing preliminary research into

topics my mentor provided me, which included the functions of behavior, behavioral intervention

plans, and functional behavior assessments, which are all topics that were foundational to his

work within the classroom and in regards to behavioral intervention, I was able to formulate my

guiding questions for my shadowing over the summer. These questions were: “What are the

strategies used in ABA therapy and behavioral intervention to alter to more positive behavioral

responses?”, “How is data collected and used in behavioral intervention plans to assess the

individual’s needs in and out of the classroom?” and “What does the process of altering behavior

through behavioral intervention look like in a classroom?”. All three of these guiding questions

helped to establish what I was looking for in my shadowing experience. As I was new to the

topic of behavioral intervention specifically, these questions covered a lot of subtopics that I

explored during my shadowing.

BEHAVIORAL ANALYSIS 8

During my shadowing experience, I was given the opportunity to shadow the

preparations for the ESY program, or Extended School Year Program, as well as for the regular

school year, under the supervision of Mr. Marcial Gonzalez. The ESY program is a program

within the school system that provides extended learning past the normal school year in

accordance with a student’s IEP, or individualized education program, for students who

experience hindrances to their learning and experience challenges in the classroom. While I was

unable to shadow within the ESY classroom itself due to liability concerns, being able to

understand what happens in preparation for ESY was a valuable experience for me.

Throughout my shadowing, I was introduced to these ideas and the processes behind

identifying behavior, and the steps mandatory to try and change them. I was able to thoroughly

go through the ideas behind the behavioral intervention, understand behavioral intervention plans

and functional behavioral assessments, the importance of data in the process, and strategies used

within behavioral intervention. This was done through the creation of visual supports for the

classroom, analyzing sample data with my mentor, discussing behavioral intervention plans

(BIPs)and functional behavioral assessments (FBAs), and then applying that with a sample

behavioral case.

Behavioral Supports/Visual Aids

Visual aids were a main part of my shadowing experience, as they are an integral part of

the classroom, especially with younger ages. Visual supports provide an easy way to

communicate, especially if verbal cues are generally disregarded by the individual. Visual

supports provide pictures that help to guide an individual to complete goal behaviors, often

through the basis of rewards. During my mentorship, there were four main types of visual

supports that I learned about. The first were visual cues, which often came in the form of
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lanyards, that had simple commands on them such as “check schedule” or “get snack”, with a

matching picture on them. These are used to direct students verbally, as well as with pictures, to

encourage them to complete the task given to them.

The next visual support that I learned about was called “If-Thens”, which are a way to

motivate individuals to do a goal task. For example, in the “if” box was to stay seated for math,

the “then” box may have a reward such as snack or break time in it. These often have themes

associated with them, such as superheroes or foods to make them more personalized and

motivating for students. These also incorporate counters where you do a certain goal behavior a

certain amount of times before getting the reward. The goal here is to get the student to slowly

increase the number of times they have to do a behavior before getting a reward so they can

begin to individually complete the behavior without the need for a reward-based system. This is

used until, ideally, the student completes the behavior without having to have a reward associated

with it.

The next type of visual support was contingency maps, which show two responses to a

situation and the results of said response to help a student make the correct choice. In these

maps, there are green boxes that would be the good action, what the student would do, and then

the reward they get. In red boxes there would be the bad action, what the student would do, and

then the consequence of their action. By contrasting the good action with the bad action, and the

respectful consequences

The last type of visual support included support with emotions. With these supports, there

were two main types that I saw. One was just a simple chart that had an emotion name on it and

an associated picture with a face that represented the emotion. These charts were used so the

individual using them could identify the emotion they were feeling. The pictures helped associate
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the name to something that the individual could easily identify. The other visual support that I

helped to make was a feelings match, which had a paper with different emotions on it and a

picture associated with them. Then, there were four “zones”-blue, green, yellow and red. The

blue zone was meant to be negative/sad feelings, the green happy/positive feelings, red mad

feelings, and yellow was the threshold between green and red feelings. The individual using this

visual aid would sort the emotions into each zone, helping to strengthen the correlation between

certain emotions and how they were feeling at that particular moment.

Analyzing Data

A large part of behavioral intervention that I learned about was the collection of data.

This process is completed over a few weeks while a behavioral intervention specialist is

watching and assisting a kid with behavioral problems. The first type of data collection occurs

when a behavioral intervention specialist is observing a student in the classroom to understand

what behavior should be targeted. For ABA therapy, there are four functions of behavior that a

student could be exhibiting which requires the use of a behavioral intervention plan. These four

functions include attention, escape, access, and sensory needs. Attention involves trying to gain

attention from peers, escape is trying to leave a task or avoid it, access is using behavior to act

out to attain something the individual wants, and sensory needs are when an individual wants to

avoid a discomforting feeling to sensitize or desensitize from a stimulant. For example, this

could show up as a student tapping their leg under a desk, or continually flapping their hands as a

way to have some type of stimulation in the absence of one. The initial data collection is then

graphed and presented to a team of individuals, which could show up as administration, the

parents of the individual, and behavioral intervention specialists to identify what behavior should
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be altered and to show how often it is occurring. After this, data is then collected to identify

whether the behavior of the student is improving or not.

The most important forms of data collection include interval data, latency data, frequency

data, and ABC data. ABC data is required for all BIPs. This data is

antecedent-behavior-consequence data, where the intervention specialist correctly identifies what

occurs before a negative behavior occurs, and then what happens directly after a student exhibits

said behavior (whether they are ignored, rewarded, etc.). Frequency data displays how much a

behavior occurs during a specific period. Latency data records how long it takes for a behavior to

occur after an antecedent. Lastly, interval data chunks up portions of an individual’s day, such as

with different classes, and then how often a certain behavior occurs in each portion of the day is

recorded. This is particularly helpful in identifying patterns for which portions of the day could

be causing a negative behavior to occur. I was able to understand these trends in data from my

mentor, who provided sample data that we then analyzed.

About BIPs and FBAs

For a BIP to be created, there are three main steps to an FBA that must occur first. The

first step is collecting data. This was gone into detail above, with the same four main types of

data being used for this process (ABC data, frequency data, interval data, and latency data).

Then, there must be observations. Observations occur when the behavior intervention specialist

goes into the classroom throughout weeks (upwards of 4 weeks). Observations usually consist of

when the problem behavior was seen throughout the day, and at what point during the day it was

presented, as well as what the response to the behavior was. Lastly, interviews are then

conducted. Interviews may be given to both parents and staff to gain a better idea of the student

prior to making the behavioral intervention plan. For teacher’s questions may pertain to what the
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problem behavior is in the classroom, what interventions have been tried, how predictable the

problem behavior is, when the behavior is most likely to occur, where, with whom, and in what

environment. Teachers may also be asked how often the behavior occurs, how long the behavior

lasts, what motivations/reinforcers seem to work for the student, and what behaviors the student

should be redirected to. A parent interview form is more informal, consisting of questions such

as what the child is like, how they act at home, the child’s interest, what positive reinforcements

parents might use, and what happens when the problem behavior occurs at home. During my

shadowship, I was able to use a sample case of an FBA to identify a behavior and how that

behavior should be altered. This was particularly helpful to thoroughly understand what an FBA

case could look like, and how to properly analyze it for trends and patterns, as well as how to set

a goal to change a behavior.

Inventory/Warehouse Days

In addition to creating visual supports, I also assisted in creating social-emotional totes

to send out to various schools within the VBCPS district. This experience allowed me to learn

about social-emotional regulation, something that I had little to prior knowledge about before my

shadowship. This was spread out throughout my days of shadowing, and encouraged research

into a commonly used skill for younger ages that is incorporated into classrooms which are

called the “Zones of Regulation”. This strategy helps students identify how they’re feeling by

putting an emotion into a “zone”, or color, which can be red, yellow, or green, with, green being

positive emotions, and red being negative emotions. This technique allows an individual to

properly identify what they’re feeling and how to get into a better zone, ideally the green zone.

These totes had multiple different social-emotional materials in them such as posters, books, and
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flashcards that are aimed to help students build emotional regulation skills and emotional

intelligence.

Conclusion
From my mentoring experience, I was able to learn about multiple different components

of behavioral intervention in the classroom. By having multiple different topics explored and

discussed while shadowing, I was able to have a well-rounded view of the field and how

behavioral intervention occurs in a classroom setting. From this information, I chose to

particularly focus on social-emotional regulation techniques that were discussed in the topic of

zones of regulation, as it was something that I particularly enjoyed learning more about. This

focused particularly on the zones of regulation research for my product, as social-emotional

learning focuses on bettering a student’s comprehension of their own emotions and how to

regulate them.

With these techniques in mind, I was inspired to create a children’s story, titled

Weathering My Emotions, which uses 3 emotional regulation strategies: imagining a safe space,

counting down from 10, and deep breathing. A children’s book was ideal for my shadowing

experience as it allowed me to be more creative in how I wanted to approach my product

thematically, as opposed to creating a product aimed towards older audiences. Creating a

children’s story allowed me to integrate research elements from my experience in a way that

allowed me to have creative freedom within my product. Additionally, since my research focused

on behavioral development in the younger ages and my mentor mainly working with younger

age groups, which provided me more insight into typical behaviors of that age, I believed that it

was fitting to create a product aimed at a younger audience.

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My Product

As for the product, I chose to create a children’s book called Weathering My Emotions.

This was inspired by the idea of creating a product that targeted the audience that my shadowing

mainly focused on, which was youth ages, roughly from 5 to 10 years old. A children’s book fit

my criteria for this because while engaging and inclusive of creative elements, it could also be

utilized as a classroom resource. Moreover, I chose to implement social-emotional learning

techniques into my book, since it was something that was the main focus throughout my

shadowing experience and something that I learned was a focus of being implemented into the

classroom after spending a few of my shadowing sessions in a warehouse creating

social-emotional totes that would be sent out to Virginia Beach public schools of varying grade

levels.

Creating this product was a learning experience for me, as I’ve never tried to write, much

less, illustrate a children’s book before. The most difficult step for me was creating and

brainstorming the characters and plot of the story, especially with the idea in mind to make it an

engaging book for younger children. I went through several different ideas of what I could use as

a plot for my book, such as a lightbulb who had too many thoughts in a day, before deciding on

having my main character, a cloud named Nimbus, who had to travel around the earth to reach

his friend, Astra, the sun. Although, one of the biggest challenges in creating the script and plot

was trying to find the right level of words as well as the complexity of the words used in my

script to fit my target audience, as someone who has spent the majority of the past few years

writing with a target audience of others my age as well as teachers, adapting to this and finding

that level was difficult at first. To ensure I was at the appropriate reading level for my target

audience (5 years to 10 years), referring to other children’s stories that were used in classrooms
BEHAVIORAL ANALYSIS 15

and were well-known helped me to figure out what word usage would be best in my children’s

story.

After creating the plot, integrating the social-emotional regulation techniques was

straightforward. I mainly incorporated them as Nimbus experienced challenges throughout his

journey. For example, when he faces a windstorm, he counts down from ten. This is one of the

three regulation techniques used throughout the book, with the other two being taking five deep

breaths and picturing your happy place.

Now with the plot and techniques incorporated, the only thing left for the children’s book

was designing and illustrating the pages. I had a clear design for the cover as well as the pages,

the only difficulty here was learning how to draw digitally through an art app called Tayasui

Sketches. As I had never had the opportunity to use one before, getting the hang of the tools and

interface of the app took a lot of time, such as perfecting the pen size, texture, etc. Then, to write

each page, I would go through the process of making the background, and scene, and then adding

the words, to finally create my 25-page storybook.

From here, I went on to print physical copies of my book. This process included looking

at various websites and comparing the cost and quality of the printing, as well as meeting with a

published author, Gina Giordano, who has written two books, Yet and Otis the Trashtalking

Octopus. This meeting was an excellent opportunity for me to learn more about publishing, as

she had a lot of experience working with publishers and going on book tours, as well as how to

improve upon my own book. This experience helped me to elevate the engagement in my book,

as well as how to connect with my audience when I was presenting.

As for the printing aspect of my book, I was mainly between two local stores, Barnes and

Noble and Office Depot to complete the printing process, but because Barnes and Noble had a
BEHAVIORAL ANALYSIS 16

complex formatting section that didn’t correlate with how I designed my pages, I decided that

Office Depot would be the best fit to print out my books. There was also troubleshooting in this

process as well, as while the process of inputting the pages into the Office Depot printing

program was much simpler than Barnes and Noble, my pages were inflated to a large pixel size

whenever I would try to put them into the website. This resulted in me learning more about

formatting through Word, which resized my pages to the correct length and height that the Office

Depot program accepted. My initial printing included 8 copies of the book, with multiple going

to Salem Elementary, a local elementary school for teachers as well as to be circulated

throughout their library. I also had a copy for my presentations at Salem Elementary, which was

the next step for my product.

For my presentations, I presented to five different classes at Salem Elementary in

fifteen-minute increments. The classes were either kindergarten or first grade, so they reached

the age range that I was aiming for with my children’s book. The fifteen minutes allowed for me

to read the book to the class, and then ask the class questions afterward to see if they understood

the just of the book as well as if they had any takeaways and learned anything new from it. I used

this data, along with a short questionnaire from the teachers at Salem Elementary that I made

through Google Forms, to evaluate different aspects of my book, such as whether it was helpful

and a sound resource that could be used in future classrooms, which will be looked at in the

following section.
BEHAVIORAL ANALYSIS 17

Results

From my presentation, I was able to collect two types of data. One was from the audience

themselves, the students, and the other from the teachers. The data collected from the students

was to see firsthand whether they understood the theme and techniques used in the book. As for

the teachers, I created a Google Form that evaluated the design aspects of my book, as well as

other details of my book, such as engagement, whether it created a relatable protagonist, and

whether it was a recommendable resource for other teachers and students in and out of the

classroom.

For the student data, after I completed my presentation of the book, I immediately

followed by asking five main questions, which included “What was your favorite strategy that

Nimbus used to handle his obstacles?”, “When might you be able to use one of Nimbus’s

strategies in your life? Which strategy do you want to try?”, “What was your favorite part about

the book and why?”, and “What was something you learned while listening?”. These questions

were utilized to evaluate the understanding of the students and to see if the social-emotional

regulation techniques were effective in my book. The responses were widely varied for the

questions, such as “When might you be able to use one of Nimbus’s strategies in your life?

Which strategy do you want to try?” and “What was your favorite part of the book and why?”,

but as the students specifically cited the social-emotional regulation strategies in the book

correctly and had a good recall of the events/obstacles throughout the book, there was clear

evidence of understanding of the book.

For the teachers, the Google Form had more in-depth questions that evaluated the validity

of my book as a resource for the classroom. The first question evaluated five different aspects of

my book, which were design/picture quality, dialogue and writing, impact of underlying themes,
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regulation strategies present in the book, book length, and creative aspects. I also evaluated

whether the book was a helpful resource for emotional regulation and as a tool for mindfulness

for young students, what age group the teachers thought the book fit into the most (0-5, 5-10,

10-15), whether they would recommend it to faculty or as a resource to a student in a classroom.

Moreover, I also asked whether the teachers found it engaging, whether it created a relatable

protagonist, and any other feedback that they had. After two weeks of data collection, I

successfully received eight responses from teachers. 100% agreed that the book was a helpful

resource, would recommend it as a resource to other teachers and/or faculty, would recommend it

to a student they know, and creates a relatable protagonist for students to relate to. 50% of

teachers agreed that on a scale of 1-5 of engagement, they thought the book was a 5, 37.5%

thought it was a four, and 12.5% thought it was a three. Lastly, for the qualities, 7 or more people

consistently rated each design aspect of the book a four or a five on a scale of 1 to 5.

With that being said, creating my product created a lot of room for self-growth, and also

opened my eyes to ways that I could improve my project if ever done again. In regards to

self-growth, a lot of the aspects of my product went out of my comfort zone for me. For

example, using a new art app as well as formatting the pages correctly to receive a tangible copy

of my book were both learning experiences. Additionally, I grew a lot of my “soft skills”, such as

communication, presenting, and networking with others, which was a priority with my project

when I initially started it. These happened through small interactions, such as with the author

meeting, going to classrooms and presenting my product, or discussing my book with teachers,

but ultimately helped a lot with building upon those skills. As for ways to improve upon my

project, there were a few things that I’d revise if I ever did the project again. For example, I

would tweak some features of my book, such as using a different pen texture, such as watercolor,
BEHAVIORAL ANALYSIS 19

instead of keeping it simple, since I’m now more well-versed in the program that I used and have

better control over what I know that I’m doing. Additionally, I would reach out to more

classes/schools to widen the range of who I presented to, not only for the experience, so I had a

wider range of data I collected.

Overall, this project was truly an illuminating experience for me, not only because I’m

more knowledgeable about a topic that I became fascinated with since last year, but also because

it challenged, as well as educated me in multiple different ways. I’d like to give credit once again

to my academy advisor, Mrs. Allsion Graves, my summer mentor Mr. Marcial Gonzalez, and

others such as the teachers at Salem Elementary School and Ms. Gina Giordano who helped me

learn the ins and outs of publishing, who provided me with a lot of my learning experiences with

this project. As for my next steps, I’ll certainly continue educating myself in the field of

behaviorism and behavioral intervention. Additionally, I plan on continuing to study topics

related to the brain and mind by focusing my studies on neuroscience during college.
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Appendix A

The above photos show the front of my product.

Appendix B
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The above photos show the results from my Google Forms.

BEHAVIORAL ANALYSIS 22

References

Cooper, J., Heron, T., & Heward, B. (2014). Applied Behavior Analysis. (Second Edition, 22, 44,

68, 146, 276, 311). Pearson.

Elias, J., & Sharp, H. (2022, July 6). More than 80 percent of U.S. public schools report

pandemic has negatively impacted student behavior and socio-emotional development.

Press Release - More than 80 Percent of U.S. Public Schools Report Pandemic Has

Negatively Impacted Student Behavior and Socio-Emotional Development - July 6, 2022.

https://nces.ed.gov/whatsnew/press_releases/07_06_2022.asp

Lord, C. (2023, November 6). The controversy around ABA. Child Mind Institute.

https://childmind.org/article/controversy-around-applied-behavior-analysis/

Staff, A. (2020, July 28). Measuring behavior: 7 aba data collection metdods.

https://accupointmed.com/measuring-behavior-seven-aba-data-collection-methods/

Watt, A. (2023, May 5). Behavioral therapy. Healthline.

https://www.healthline.com/health/behavioral-therapy#:~:text=Is%20behavioral%20thera

py%20effective%3F,some%20benefits%20from%20this%20treatment

WebMD. (n.d.). Applied Behavior Analysis: What is it and how does it work?. WebMD.

https://www.webmd.com/mental-health/what-is-applied-behavior-analysis

www.rtor.org, G. A. for. (2022, January 17). A comprehensive guide to ABA therapy for children

with autism spectrum disorder. Resources To Recover.

https://www.rtor.org/2022/01/17/a-comprehensive-guide-to-aba-therapy-for-children-with
BEHAVIORAL ANALYSIS 23

-autism-spectrum-disorder/#:~:text=Applied%20Behavior%20Analysis%20(ABA)%20th

erapy,plan%20for%20autistic%20pediatric%20therapy.