Abstract
Publications of the American Educational Research Association (AERA) maintain that years of research in education have failed to produce a useful technology for teachers. Little is said to be known about teaching children beyond the potential of new findings such as mastery learning, time on task, and features of an appropriate school climate. These latter conclusions are in stark contrast to the large body of useful findings in the behavior analysis literature. Several possible reasons are discussed for the discrepancy in views between behavior analysts and educational researchers. The lack of acknowledgement of behavior analysis is viewed as a serious problem because of the control that the educational research establishment exerts over federal funding of research and the training of teachers. There is a growing use of some of the aspects of behavior analysis by educational researchers; however, the derivation is not acknowledged and there is little enlightenment about radical behaviorism. It is suggested that ABA should countercontrol the influence of AERA by incorporating doctoral students in educational research as students of behavior analysis, teaching the complexity of behaviorism, teaching the positions of the opposing camp to behavior analysis students. ABA can take an aggressive role in countercontrolling AERA by forming committees to insure (a) quality of treatment, (b) funding representation in government, (c) protection and qualified review of untenured behavior analysts, (d) expansion of certification.
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Selected References
These references are in PubMed. This may not be the complete list of references from this article.
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