Applied behavior analysis (ABA) is recognized as an essential and scientifically valid method of educating and managing children and youth with autism spectrum disorders. At the same time, ABA is at the center of a number of strident debates regarding methodological preferences for educating students with autism-related disabilities. This article discusses issues related to the ABA debate: implementation forms, outcome expectations, exclusive versus selective use of applied behavior analysis, time-related considerations, and personnel requirements for effective ABA implementation, evaluation, and communication.
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