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Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework

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Abstract

In this manuscript we attempt to provide a narrative history of the relationship between applied behavior analysis and early childhood education by examining the policies and research that have collaboratively shaped both fields. In addition, given the rapid pace at which early childhood education has changed in the last 25 years, we provide an overview of a recommended model for delivering early childhood education services, to illustrate its congruence with the practices and principles of applied behavior analysis. Lastly, we hope that this manuscript may be used as a bridge between the fields of early childhood education and applied behavior analysis given their similarities and shared purpose, to improve the lives of all recipients of their services.

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Authors and Affiliations

  1. Early Childhood, Special Education, and Rehabilitation Counseling, University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA

    Collin Shepley & Jennifer Grisham-Brown

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  1. Collin Shepley
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  2. Jennifer Grisham-Brown
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Correspondence to Collin Shepley.

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This article does not contain any studies with human participants performed by any of the authors.

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Collin Shepley declares that he has no conflicts of interest. Jennifer Grisham-Brown is the co-creator of the curriculum framework model.

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Shepley, C., Grisham-Brown, J. Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework. Behav Analysis Practice 12, 235–246 (2019). https://doi.org/10.1007/s40617-018-0236-x

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