Technology and behaviour analysis in higher education

ABSTRACT

In this paper, we offer suggestions for how to use behavioural and digital technologies to address the relatively slow uptake of behaviour analysis in Europe. We start with an overview of baseline conditions in which misinformation is rife. We argue that a more systematic use of behavioural technology is needed in advocacy for better autism services. We identify a need for a database of teaching gambits for teaching conceptual issues and running in-class practicals in the experimental analysis of behaviour. We discuss how to harness digital technology to develop an ecosystem supporting the coordination of behavioural services and treatment integrity. We consider how cloud-based archives can be used to keep track of behavioural progress and provide alearning management system. Finally, we summarize how these issues are directly related to making the science of behaviour analysis accessible and fit for purpose for students and service users in the 21^st century.

KEYWORDS:

• ABA
• autism
• misrepresentation
• higher education
• teaching gambits
• technology

Disclosure statement

No potential conflict of interest was reported by the authors.

Ethics Statement

The research reported here has been performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Additional information

Funding

This work was not funded externally.