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A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children

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Abstract

In the United States, approximately 43% of children under age 18 are considered economically disadvantaged. Research suggests that these children are at a greater risk for academic underperformance and dropping out of school than their peers who are not from economically disadvantaged backgrounds. As such, they may need effective educational interventions to improve their academic performance. The purpose of the current article is to describe the degree to which economically disadvantaged children are included in educational research in behavioral journals. Ninety-four studies were analyzed to determine the publication trends between 1968 and 2017. Studies were scored and categorized based on journal; publication year; several demographic characteristics for participants including age, income status, and disability diagnosis; and research designs, interventions, and target behaviors. Results suggest that economically disadvantaged children are increasingly included in behavior-analytic literature. However, there are opportunities for research with English language learners and children with disabilities. Implications for practice and research are discussed.

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References marked with an asterisk indicate studies included in the literature review

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  1. Department of Psychology, Western Michigan University, 1903 W. Michigan Ave, Kalamazoo, MI, 49009, USA

    Brandi Fontenot, Margaret Uwayo & Denise Ross

  2. Department of Counseling, Psychology, and Special Education, Michigan State University, Kalamazoo, MI, USA

    Sarah M. Avendano

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Fontenot, B., Uwayo, M., Avendano, S.M. et al. A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children. Behav Analysis Practice 12, 782–794 (2019). https://doi.org/10.1007/s40617-019-00389-8

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