Rural Educators Using Applied Behavior Analysis–Based Procedures: Perspectives in 2013 and 2024

Many rural schools in the United States encounter significant challenges for students with disabilities, including limited access to specialized personnel and resources, which affects educational interventions. Previous research emphasizes the importance of school-based interventions, particularly the effectiveness of applied behavior analysis (ABA). However, there is limited understanding of how rural educators perceive and implement ABA-based procedures over time. There have been numerous changes in needs and demands within the K–12 system within the last decade, including post-pandemic effects and changes to federal/state policies with implications for educational and behavior programs. Therefore, we explored rural educators’ views of ABA-based procedures at two time points (2013 and 2024) and examined their perceptions of training and practices within the behavioral context. A total of 98 participants completed an anonymous survey rating their knowledge, frequency of use, perceived importance, and barriers related to ABA-based procedures. Survey results indicate significant differences only in the frequency of use, where educators in 2024 reported greater use of group contingencies, behavior contracts, timeout, and overcorrection. Perceptions of knowledge, teaching methods, and implementation barriers remained statistically stable across years. Findings highlight training needs in rural settings and suggest shifts in classroom behavior-management practices that may reflect evolving contextual demands.