Autism, ABA Strategies, and Education: A Scoping Review

Abstract

Introduction: Applied Behavior Analysis (ABA) contributes to promoting the school inclusion of children with autism. Continuous teacher training is essential for a truly inclusive and social education for these students, requiring pedagogical practices that foster an adapted and integrative school environment to support academic development. Objective: To map teachers' knowledge and preparation in Applied Behavior Analysis (ABA) strategies for the literacy of children with Autism Spectrum Disorder (ASD). Method: A Scoping Review was conducted, employing rigorous protocols with a focus on reproducibility to assess the effectiveness of ABA practices in specific contexts. The databases PUBMED and BVS were consulted, and enhanced guidelines, such as PRISMA for systematic reviews, were applied. Results: Seven articles were included, exploring themes such as professional development, application of evidence-based practices (EBP), barriers to inclusion, and teachers' self-efficacy in inclusive education for students with ASD. Discussion: ABA and EBP practices are highlighted as fundamental for the inclusion of students with ASD. Continuous training is considered essential to creating a school environment that is inclusive and adapted to the needs of these students. Conclusion: ABA and EBP are effective in teaching children with ASD, underscoring the need for ongoing training and specialized support for educators to address the challenges of school inclusion.