BCBAs and RBTs are likely to encounter negative views of ABA expressed on social media, by autistic advocates, by professionals in non-ABA fields, and, increasingly, by members of the ABA practice community. Some of these criticisms reflect longstanding myths and misconceptions about ABA that persist. Others reflect recent growth in the field and aspects of implementation that are inconsistent with ABA as evidence-based practice. In this presentation, we will explore criticisms and misconceptions of ABA and how practitioners can respond to them. Such criticisms include that ABA is coercive, focuses on eliminating behavior, induces trauma, and promotes masking of autistic traits. In contrast, we will highlight empirically supported applications of ABA that emphasize skill building, enhance individual choice, and enable greater autonomy. We will directly address practices that are inconsistent with the scientific foundations of ABA and alternatives that are based in an ethical, evidence-based practice framework, grounded in the science of behavior.

Learning Objectives

1. Participants will identify common criticisms of, concerns with, and misconceptions about ABA, and how to respond to them.
2. Participants will describe features of ABA implementation that reflect evidence-based practice.
3. Participants will discriminate between intervention practices that are evidence-based and conceptually systematic, versus practices that are not evidence-based, are of low value, and/or are counter-therapeutic.

About the Presenter

Matt Tincani

Matt Tincani, PhD, BCBA-D is a professor of special education and applied behavior analysis at Temple University. He focuses on the application of behavioral principles to improve outcomes for people with disabilities and other special learning needs. His interests include teaching job-related skills to neurodivergent people, smart technologies to improve special education, single-case designs, meta science, and open science. His recent work has explored questionable and improved research practices in single-case designs. Among numerous publications, he is author of the books Classroom Management and Positive Behavior Support (2nd edition; Routledge) and Adults with Autism Spectrum Disorders, Evidence-Based and Promising Practices (Guildford Press).