Abstract
The present study discusses the contributions of applied behavior analysis (ABA) to evidence-based practice for behavior problems of persons with developmental disabilities. The U.S. government and various professional associations recommend applied behavior analysis. Meta-analysis of single case research has revealed the effectiveness of behavioral interventions for reducing behavior problems to some extent. In many studies, self-injurious, stereotypic, or aggressive behavior of persons with mild to profound disabilities was targeted. Functional assessment increased treatment effectiveness. Positive behavior support was included in the 1997 re-authorization of the U.S. Individuals with Disabilities Education Act (IDEA), and was extended rapidly, not necessarily because of its efficacy, but rather because of the benefits for persons with developmental disabilities on public policy and education reform grounds. In Japan, due process is not sufficient for the protection of the rights of persons with developmental disabilities. Lack of an appropriate support method is connected directly to restrictions in education and welfare. Applied behavior analysis is expected to provide substantial methodology to protect individuals' rights. In order to be able to do so, collaborative research by public agencies in educational or welfare settings is needed in order to develop supporting evidence.
