Exploring the Perceptions of Parents and Special Education Teachers of Applied Behavioural Analysis as an Educational Intervention for Children with Autism Spectrum Disorders

Abstract

This study explored the perceptions of special education teachers and parents regarding the use of ABA as an educational intervention for children with ASD in Ghana. Using an interpretative phenomenological approach, 14 participants made up of five parents and nine special education teachers were purposively selected for this study. Semi-structured interviews were used to collect data on participants’ perceptions on the use of ABA as educational intervention for children with ASD. Data collected was analysed and interpreted, six main themes and their sub-themes emerged that included the participants’ perceptions of ABA, knowledge about ABA, barriers encountered while using ABA, misconceptions about ABA, the benefits of ABA and teacher’s experiences with ABA. Findings from this study show that special education teachers and parents perceive ABA as educational intervention that helps children with ASD to be independent, also ABA is perceived as an approach in modifying behaviour. Additionally, the study also highlights the need to train more people to be appropriately equipped with ABA techniques and strategies to roll out lessons for children with ASD. This study provided important information that will help in promoting ABA as an educational intervention for children with ASD in Ghana, while also providing information for adjusting policies to adequately accommodate educational needs for children with ASD and future research.