With the passage of the Individuals with Disabilities Education Improvement Act, classrooms are now mandated to employ behavioral methods to address target behaviors. These relevant behavioral strategies have long been advanced and disseminated by the field of Applied Behavior Analysis (ABA). Notwithstanding this capability, proponents of the traditional child-centered pedagogy have long argued against ABA implementation, claiming that it is ineffective in promoting true intellectual development. Now a major breakthrough has occurred. State departments of education are increasingly complying with IDEIA by mandating funding and training of school staff in ABA methods. A relevant review of the guidelines and capabilities of ABA is presented and concludes with an examination of various state departments of education to identify its current employment.