No abstract

Mathematics is one of the core school subjects in the UK and an emphasis is placed on developing pupils' mathematical competencies throughout all key stages. Despite that, the attainment of students with disabilities in mathematics remains low. The current study explored ways in which the Teaching Early Numeracy to children with Developmental Disabilities (TEN-DD) programme could be implemented by teaching staff in a special school in the UK to improve the numeracy skills of students with autism. Adaptations to the delivery of the programme were made during the study as a result of continued collaboration with the participating school. The findings suggest that it may be feasible to implement the TEN-DD programme using a school staff delivery model and it may help learners improve their early numeracy skills. Practical aspects of TEN-DD's implementation highlighted the need to incorporate more systematic adaptations for minimally verbal students, as well as for learners who might need additional training with prerequisite skills.

Teacher-reported scores on GO4KIDDS Brief Behaviour Scale can provide a reliable and valid composite of adaptive skills in children with severe to profound intellectual disability. The scale will be useful to researchers and teachers who need a brief descriptive assessment of adaptive functioning.

Background: Longitudinal research is needed to strengthen evidence for risk factors for challenging behaviour in children with intellectual disabilities and to understand patterns of change over time.Methods: Data on challenging behaviour were collected for 225 students in one school over four annual time points and a range of potential risk correlates. Data were analysed using Generalised Estimating Equations.Results: Prevalence of challenging behaviour, aggression and self-injury did not vary significantly over time. Stereotyped behaviours increased over the 4-year period.Challenging behaviour was associated with lower levels of adaptive skills and autism.Stereotyped behaviour increased with age. Self-injurious behaviour was less likely to be shown in children with profound intellectual disabilities over time.Conclusions: These findings are consistent with previous research in terms of potential risk factors identified. Implications for schools include proactive interventions for children with intellectual disabilities at high risk; especially those with autism and poorer adaptive skills.