The Federal government mandates the use of evidence-based practice for interventions with students. Applied Behavior Analysis (ABA) is one of these evidence-based practices, but despite this, many school systems do not implement ABA as described in the literature, which leads to loss of fidelity and integrity with implementation, and often results in ineffective interventions in the classroom. The research question “What are the experiences of Board Certified Behavior Analysis (BCBAs) who use evidence-based practices in conjunction with staff in schools for interventions with American K-12 students using ABA?” was developed to ascertain, from a BCBA’s perspective, why ABA interventions are not implemented with fidelity in classroom settings. Participants were BCBAs in the United States who consult and collaborate with school staff to implement ABA services for children with autism spectrum disorders (ASD). Findings indicate that BCBAs are not given adequate time or resources to provide sufficient training in ABA, that principles of ABA are sometimes misused in training in such a manner that exacerbates myths of ABA, and that a general lack of support from school administrators exists, all of which lead to a loss of implementation fidelity. This lack of implementation fidelity in turn leads to decreased outcomes for students with ASD in schools when ABA is not implemented with fidelity.

联邦政府要求使用循证实践对学生进行干预。应用行为分析 (ABA) 是这些基于证据的实践之一，但尽管如此，许多学校系统并没有像文献中描述的那样实施 ABA，这导致实施过程中失去保真度和完整性，并且常常导致干预无效教室。研究问题“董事会认证行为分析 (BCBA) 与学校工作人员一起使用循证实践对使用 ABA 的美国 K-12 学生进行干预的经验是什么？” 开发的目的是从 BCBA 的角度确定为什么 ABA 干预没有在课堂环境中忠实地实施。参与者是美国的 BCBA，他们咨询并与学校工作人员合作，为患有自闭症谱系障碍 (ASD) 的儿童实施 ABA 服务。调查结果表明，BCBA 没有足够的时间或资源来提供足够的 ABA 培训，ABA 的原则有时在培训中被滥用，从而加剧了 ABA 的神话，并且学校管理人员普遍缺乏支持，所有其中导致执行保真度的损失。当 ABA 没有忠实地实施时，这种缺乏实施的保真度反过来会导致在学校患有 ASD 的学生的成绩下降。ABA 的原则有时在培训中被滥用，从而加剧了 ABA 的神话，并且学校管理人员普遍缺乏支持，所有这些都导致实施保真度下降。当 ABA 没有忠实地实施时，这种缺乏实施的保真度反过来会导致在学校患有 ASD 的学生的成绩下降。ABA 的原则有时在培训中被滥用，从而加剧了 ABA 的神话，并且学校管理人员普遍缺乏支持，所有这些都导致实施保真度下降。当 ABA 没有忠实地实施时，这种缺乏实施的保真度反过来会导致在学校患有 ASD 的学生的成绩下降。