FROM SKINNER’S RADICAL BEHAVIORISM TO APPLIED BEHAVIOR ANALYSIS (ABA): THEORETICAL FOUNDATIONS AND CONTRIBUTIONS TO LEARNING IN EARLY CHILDHOOD EDUCATION FROM THE PERSPECTIVE OF SPECIAL AND INCLUSIVE EDUCATION

Abstract

This study examines the development of B. F. Skinner's Radical Behaviorism and its contribution to the consolidation of Applied Behavior Analysis (ABA), discussing its theoretical foundations and its contributions to learning in Early Childhood Education from the perspective of Special and Inclusive Education. This is a qualitative, descriptive bibliographic study based on the analysis of books, scientific articles, educational policies, and specialized publications on Behaviorism, ABA, Early Childhood Education, and Special and Inclusive Education. The review indicates that Skinner's theoretical assumptions remain fundamental for understanding the relationship between behavior and environment, emphasizing that behavior is shaped by its consequences. The findings also show that ABA can contribute to the development of communication, social skills, autonomy, and learning when its principles are integrated into pedagogical planning in an ethical, contextualized, and evidence-based manner. Furthermore, the analysis highlights that articulating ABA with the National Common Curricular Base (BNCC) and the principles of Special and Inclusive Education broadens the possibilities for developing pedagogical practices that recognize children's individual characteristics and promote meaningful learning experiences.