No abstract

Procedures derived from the field of applied behavior analysis (ABA) have extensive research support for use with students with disabilities, such as autism spectrum disorder, intellectual disability, and emotional and behavioral disorders. These procedures should be implemented within the parameters of professional and ethical guidelines to promote positive student outcomes. Issues concerning the ethical use of behavior analytic procedures may arise when programming for students with Individualized Education Programs (IEPs) in rural, isolated, or remote areas. Key elements of ethical practice for rural professionals include cultural competence, understanding one’s limits of expertise, and effective training and supervision for direct implementers. The authors conducted a survey of 76 behavior analysts to determine ethical dilemmas in rural practice and how these issues were resolved. They found no significant differences between rural and metro areas. Suggestions for practitioners and further research are highlighted.

The Montana Autism Education Project (MAEP), that started in 2010, aimed to: (a) increase teacher knowledge of Evidence-Based Practices (EBPs), (b) provide on-site technical assistance and peer-to-peer collaboration, (c) develop sustainable support for teachers across Montana, and (d) develop inter-agency collaboration between the project and various stakeholders. Preliminary evaluation focused on three categories: (a) consultant visits, (b) trainings, and (c) video training via Internet technology. Analysis of data suggests that MAEP helped improve teachers' ability to implement quality educational programs for students with autism spectrum disorders (ASD), especially in rural areas and in schools located on or near Indian reservations. Future directions for statewide efforts are highlighted.