Call for Papers: Behaviorism and Applied Behavior Analysis in Education: A Critical Review
This special issue aims to examine the application of behaviorist principles in education, particularly the specific model known as Applied Behavior Analysis (ABA), with a specific focus on autism and other neurodivergent conditions. We seek critical perspectives that evaluate its efficacy, ethics, and compatibility with human well-being, progress, and development, as well as valid arguments or alternatives from positive and affirming perspectives of neurodiversity.
In the mid-20th century, the science of psychology underwent a profound transformation marked by the decline of behaviorism and the emergence of cognitive psychology. Criticisms of behaviorism, centered on its reductionism and inability to explain complex mental processes, fueled this scientific revolution. However, it is observed that behaviorist principles have continued to be applied and persist to this day in various areas, especially in education. Notably, ABA, developed by Ivar Lovaas after those years of the "end of the behaviorist ice age," has been widely applied and even seen as the only option for decades, under forms of therapies for autism. In recent years, this form of applied behavior analysis has again faced growing criticism in both autistic and research communities, and its efficacy, ethics, and compatibility with appropriate, inclusive, and neurodiversity-affirming pedagogical models are being questioned. At the same time, difficulties are being seen in its underlying assumptions within a context in which the scope of terms such as "disorders" applied to autism and other neurodivergent conditions is being reconsidered.
This special issue seeks to critically analyze the application of behaviorist principles in education, as well as the specific model of Applied Behavior Analysis (ABA), particularly in relation to autism and other neurodivergent conditions.
We invite papers that address the following aspects:
- History and evolution: Origin and development of applied behavior analysis in education and the ABA model, its relationship with other educational/pedagogical approaches or forms of therapy, as well as its adaptation to diverse contexts, conditions, and situations.
- Criticisms and limitations: Analysis of criticisms and arguments against the application of behaviorist principles in education and the ABA model, including its ethical and social implications, as well as its compatibility with the affirmation of neurodiversity.
- Alternatives and future directions: Exploration of alternative educational/pedagogical approaches that are appropriate, inclusive, and affirmative of neurodiversity, and the search for evidence-based practices that promote the well-being and development of people with autism or other neurodivergent conditions.
- Case studies, knowledge systematizations, and practical experiences: Works that illustrate the implementation of applied behavior analysis in education or ABA-based models in classrooms and other educational contexts, and their results.
We seek papers that, from diverse theoretical and methodological perspectives, contribute to an informed and critical debate on the role of applied behavior analysis and ABA-based models in current education.
Submission of Proposals
Authors interested in submitting an article should send an abstract of 250-300 words to editor@edna-journal.org by March 31, 2025. The abstract must include the article title, a brief description of the topic, the methodology used, and the expected results. Authors of selected abstracts will be invited to submit the full article.
Important Dates
- Abstract Submission: March 31, 2025
- Abstract Acceptance Notification: April 15, 2025
- Full Article Submission: June 30, 2025
Article Format
Empirical research articles, theoretical reviews, and case studies are accepted. Articles should have a maximum length of 6000 words and must follow the EDNA journal style guidelines. Articles must be original and not previously published elsewhere.
Contact
For any questions or inquiries, please contact Constanza Ruiz-Danegger, EDNA journal Editor (editor@edna-journal.org).
