Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

Abstract

Interventions based on applied behaviour analysis (ABA) have been shown to improve outcomes for young children with autism spectrum disorder (ASD), but there is very little research into outcomes for older pupils. This study evaluated the effectiveness of an ABA intervention for pupils with ASD and additional learning difficulties in a UK special needs school. The aim of the intervention was to reduce barriers to learning for individuals aged four to 13 years old. Behaviour analysts collaborated with school‐based teaching teams to design and implement function‐based behaviour support plans, individual education programmes and ABA teaching strategies, and to promote the generalisation of skills. Pupils were assessed at baseline and again following one academic year of intervention. The pupils demonstrated significant gains in learning skills, language and communication, social and play skills and self‐help skills. Pupils of all ages acquired essential ‘learning to learn’ skills which have reduced their barriers to learning and are enabling them to learn more effectively. The article discusses how a behavioural model was successfully and affordably implemented across key stages within a special educational needs school.

Implementing a Classroom-Based ABA Model in a maintained special education school in Wales

“…Future research should investigate the effect of implementation fidelity and how components of the model impact student outcomes. The results of this study are in line with the outcomes of previous studies that have demonstrated that classroom-based ABA model results in significant gains for students (Foran et al, 2015;Pitts, Gent and Hoerger, 2019). The current research has shown how strategies based on the principles of ABA can complement educational provision in maintained SEN schools in Wales.…”

“…The classroom-based ABA model is a collaboration between behaviour analysts, teachers and professionals such as speech and language therapists to develop curriculum for children in SEN schools. It has been demonstrated as a sustainable model in Wales (Foran et al, 2015) and England (Pitts, Gent and Hoerger, 2019). It has been acknowledged for its beneficial outcomes for recipients by the Inspectorate for Education and Training in Wales (Estyn, 2017).…”

“…Children need to acquire these pivotal skills in order to learn from the natural environment. Research has shown that when behaviour analysts collaborate with teachers to develop classroom-based ABA models, students make significant gains in academic, communication, social and play domains (Peters-Scheffer et al, 2013;Grindle et al, 2012;Foran et al, 2015;Pitts, Gent and Hoerger, 2019).…”

Positive behavioural support for children and young people with developmental disabilities in special education settings: A systematic review

“…No qualitative-only studies investigating the experiences of stakeholders of PBS to support CYP with developmental disabilities were identified. Social validity data respondents were usually teaching staff (for 14 of the eligible studies; 70%), with two studies (10%) collecting parental data on social validity (Banda et al, 2009;Banda et al, 2012), one study collecting peer perceptions on quality of life indicators (Clarke & Duda, 2019), two studies (10%) utilising observational data to assess the positive affect of CYP with developmental disabilities (Clarke & Duda, 2019;Dunlap et al, 1995), and only one study (Lane et al, 2006) Flynn & Lo, 2016;Pitts et al, 2019), and were generally positive.…”

Cost‐effective models for delivering behaviour analysis teaching in UK schools and local authorities

“…School-based programmes are another way to deliver a behavioural education. These programmes run within the school system by approximating the school day (Foran et al, 2015), using a typical class layout (Pitts et al, 2019) and school documentation (Grindle et al, 2009). This type of intervention has been implemented successfully in special and mainstream schools in the UK.…”