This handbook addresses how applied behavior analysis (ABA) principles and procedures can be integrated into classroom settings. It examines key classroom issues, such as introducing ABA techniques into the framework of compassionate care and trauma-informed care as well as the principles of diversity, equity, and inclusion. The handbook describes ways in which educators and other professionals can observe and measure behavior in an objective and practical manner. In addition, it describes evidence-based procedures and practices and their role in the classroom and introduces methods for targeting appropriate classroom behaviors and addressing problem behaviors. The handbook explores interdisciplinary care and addresses the fading of classroom supports.

Key areas of coverage include:

• Observation and measurement of behavior in the classroom.
• Data analysis and interpretation for educators and other professionals.
• Evidence-based practices, including early intervention, discrete trial instruction, programmed instruction, token economies, and the Good Behavior Game.
• Social skills, cooperation, transitions, food selectivity, math skills, and vocational skills.
• Interventions for problem behaviors, including preventive and reactive approaches, functional assessment as well as generalization and maintenance.
• Caregiver training and program development.

The Handbook of Applied Behavior Analysis in the Classroom is a must-have resource for clinicians, therapists, and other practitioners and professionals as well as researchers, professors, and graduate students in clinical child, school, and developmental psychology, child and adolescent psychiatry, special education, clinical social work, rehabilitation medicine / physical and occupational therapy, pediatrics, neurology, and all related disciplines.

Joshua Jessel, PhD, BCBA-D, completed his master’s degree at the University of Maryland, Baltimore County, USA, where he worked with individuals who exhibited severe problem behavior on the neurobehavioral inpatient unit of the Kennedy Krieger Institute. He went on to earn his doctoral degree at Western New England University, with his primary research focusing on the assessment and treatment of problem behavior with autistic children. Dr. Jessel continued to extend this line of research as a postdoctoral fellow at a clinic in Texas, where he oversaw nearly 100 children admitted to an outpatient program. He has currently authored more than 50 research articles and chapters and continues his scholarship as an assistant professor at Queens College in New York City.