Teachers can effectively reduce students' disruptive behaviors through the use ofevidence-based applied behavior analysis (ABA) techniques; however, a review of theliterature indicates that teachers are not consistently implementing these strategies. Thisstudy surveyed 203 elementary teachers (K - 5), from four elementary schools in twoNew Jersey school districts, to assess their knowledge and frequency of use of 15 ABAtechniques, as well as the frequency with which various conditions acted as

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... arriers totheir implementation of ABA strategies, the effectiveness and types of instructionaltechniques used in their training when learning about ABA strategies, and the importanceof different activities/experiences when learning to use ABA techniques. Participants'demographic characteristics were also examined in relation to the above-mentionedfactors. Results revealed that the majority of teachers perceived themselves as knowledgeable or very knowledgeable about each ABA strategy. Furthermore, ABA techniques reportedly employed the most frequently were all positive rather thanpunitive. Most teachers indicated that a variety of activities/experiences were importantor very important in their attempts to learn to use ABA strategies, particularlydiscussion/working with colleagues and professional development. Regardinginstructional techniques used in training, participants reported that observing one'smentor/cooperating teacher and practicing and receiving feedback were some of the mosteffective when learning about ABA strategies. When implementing ABA techniques, fewteachers reported that any of the conditions were often or very often barriers, althoughlack of feedback/guidance and a lack of knowledge/skill were rated as occurring most frequently. Analysis of demographic characteristics revealed that special educators perceived themselves to be more knowledgeable than general educators about ABAtechniques; females rated themselves as more knowledgeable than males; and teacherswith more years of experience tended to report [...]