Table Of ContentApplied Behavior Analysis in
Early Childhood Education
Applied Behavior Analysis in Early Childhood Education provides a basic
introduction to applied behavior analysis and the highly beneficial role that
it can play in early childhood education for both typically developing children
and those with special needs. The objective is to provide future and current
early childhood professionals with the tools that they need to positively
impact the lives of young children. Specifically, the book will describe and
provide useful examples related to the following:
• Implementing effective techniques for changing behavior;
• Strategies for everyday challenges both in the classroom and at home;
• Strategies for addressing less frequent issues;
• Suggestions for how to consult and correspond with parents and
caretakers.
Applied Behavior Analysis in Early Childhood Education is written for
professionals preparing for—or those already in—careers in child develop-
ment, behavior analysis, early childhood education, developmental therapy,
counseling, special education, and other helping professions. A Companion
Website featuring additional information and resources for students and
instructors can be accessed at www.routledge.com/cw/casey.
Laura Baylot Casey, Ph.D., NCSP, BCBA-D, is Associate Professor of
Instruction and Curriculum Leadership with a position in the Special
Education/Applied Behavior Analysis program at the University of Memphis,
USA.
Stacy L. Carter, Ph.D., NCSP, BCBA-D, is Associate Professor of Special
Education at Texas Tech University, USA.
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Applied Behavior Analysis
in Early Childhood
Education
An Introduction to Evidence-based
Interventions and Teaching Strategies
Laura Baylot Casey and
Stacy L. Carter
First published 2016
by Routledge
711 Third Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2016 Taylor & Francis
The right of Laura Baylot Casey and Stacy L. Carter to be
identified as the authors of this work has been asserted by them
in accordance with sections 77 and 78 of the Copyright, Designs
and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic,
mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from
the publishers.
Trademark notice: Product or corporate names may be
trademarks or registered trademarks, and are used only for
identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Casey, Laura Baylot, 1976–author. | Carter, Stacy L.,
author.
Title: Applied behavior analysis in early childhood : an
introduction to evidence-based interventions and teaching
strategies / Laura Baylot Casey & Stacy Carter.
Description: New York, NY : Routledge, 2016. | Includes
bibliographical references and index.
Identifiers: LCCN 2015028266| ISBN 9781138025110
(hardback) | ISBN 9781138025127 (pbk.) | ISBN
9781315775371 (ebook)
Subjects: LCSH: Behavioral assessment. | Behavior
modification. | Early childhood education. | Teachers—
In-service training.
Classification: LCC LB1060.2 .C37 2016 | DDC 372.21—
dc23
LC record available at http://lccn.loc.gov/2015028266
ISBN: 978-1-138-02511-0 (hbk)
ISBN: 978-1-138-02512-7 (pbk)
ISBN: 978-1-315-77537-1 (ebk)
Typeset in Galliard
by Florence Production Ltd, Stoodleigh, Devon, UK
To Cort, my husband, Batie, Cort III, and Connell, my children,
for their unwavering support and understanding; and to my parents,
Margaret & Bobby, for encouragement over the years.
—Laura Baylot Casey
To my parents for their constant support and to my sons,
Ezra and Zavin, for making me appreciate each day.
—Stacy L. Carter
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Contents
Preface ix
Acknowledgments xi
1 Introduction to Applied Behavior Analysis: Understanding
the Role of the Environment 1
2 Creating Supportive Environments 20
3 Supporting Communication in the Early Years 43
4 Understanding Behavior at the Individual Level 63
5 Supporting Pre-academic Skills for All Children 83
6 Multi-tiered Systems of Support 104
7 Successful Toileting Strategies 121
8 Working T hrough Common and Uncommon Feeding Issues 140
9 Teaching Social Skills and Addressing Antisocial Behavior 158
10 Working with Anxieties and Phobias 172
11 Putting It All Together: Connecting with Parents 182
12 Creating an ABA Classroom: Working with Assistants 193
Appendices 201
References 207
Index 218
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Preface
The idea for the book grew out of the need for a textbook that specifically
highlights the use of applied behavior analytic approaches in combination
with more traditional approaches to teaching young children. In order to
make this text one that would appeal to teachers in early childhood, care-
takers, and specialists in the field, content was selected from the national
leaders and accrediting bodies across fields. The organizations include the
National Association for the Education of Young Children (NAEYC), the
Division for Early Childhood (DEC) within the Council for Exceptional
Children (CEC), the Council for Exceptional Children (CEC), and the
Behavior Analysis Certification Board (BACB). Throughout each chapter
these organizations are referenced, as appropriate, alongside case studies.
Chapter 1 is an introduction to applied behavior analysis (ABA). This
chapter provides the foundation on which the remaining chapters are based.
While the remaining chapters are constructed around the principles of ABA,
some of the evidence-based treatments combine components of ABA
together with other strategies to show that ABA can merge well across fields
and across disciplines. Chapters 2 through 10 address a unique concept
related to educating young children, covering a range of topics such as
academic needs, behavioral needs, physical needs, and social well-being.
New teachers frequently have difficulties with their interactions with families
and others who assist in their classrooms. Chapters 11 and 12 are designed
to offer some specific approaches and tools to use when working with
parents and teaching assistants. The breadth of topics, as well as the depth,
emphas izes the intricacies of educating the youngest learners in the forma-
tive years.
In closing, this textbook is designed to be informative while encouraging
critical thought. As a result, each chapter has topics to learn, case studies to
illustrate the complexities of young children, and discussion questions to
facilitate analytical thinking. At the end of the text are tables that tie the
chapters to the specific positions of each of the national organizations
mentioned above. These tables are intended to be a resource for connecting
the topics taught within a course to the specific recommendations from
