Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework

Shepley et al. (2019) traced 25 years of policy papers, position statements, and curriculum guides.

They looked at how early childhood education and ABA grew together in preschool systems.

The goal was to show how one blended service model can fit inside regular public preschool classrooms.

The authors found that policy language slowly shifted from “either/or” to “both together.”

They outline a curriculum framework that weaves ABA tactics into typical preschool routines like circle time and centers.

No new child data are given; the paper is a roadmap, not an outcome study.

Rasing et al. (1992) first argued that teachers can deliver ABA themselves. Shepley et al. extend that idea into modern preschool policy, showing how teacher-led ABA can be funded and regulated.

Gitimoghaddam et al. (2022) scanned 770 records and saw positive trends for autistic children in intensive ABA programs. Shepley’s blended model targets the same age group but moves the setting from clinic to inclusive classroom, so the papers complement rather than clash.

Temple et al. (2001) pushed early intensive behavioral intervention for autism only. Shepley widens the lens to all preschoolers, illustrating the field’s move from diagnosis-specific to universal early education supports.

If you write IEPs or consult in public preschools, this paper gives you policy language and curriculum examples you can copy tomorrow.

Use the framework to justify push-in services, embed reinforcement into daily routines, and show administrators that ABA is already inside early learning standards.