Teaching early numeracy to students with autism using a school staff delivery model

Apanasionok, Magdalena M.; Alallawi, Barah; Grindle, Corinna F.; Hastings, Richard P.; Watkins, Richard; Nicholls, Gemma; Maguire, Leanne; Staunton, Darragh

doi:10.1111/1467-8578.12346

Cited by 7 publications

(13 citation statements)

References 10 publications

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“…These approaches, particularly Practice Leadership which has been well researched, highlight the importance of a managerial structure that not only encourages the application and long‐term maintenance of Active Support, but also inheritably adopts the philosophies and values‐base that underpin the model (Beadle‐Brown et al, 2013; Bould et al, 2019). Research demonstrating similar usage of a Practice Leader‐style method in schools is that of Apanasionok et al (2021), concerning training special school staff in an early numeracy programme, whereby a leadership staff ‘trainer’ offered bi‐weekly mentoring sessions to classroom staff to maintain the quality of the intervention throughout the school.…”

Section: Discussionmentioning

confidence: 91%

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Evans¹,

Toogood²,

Owen-Leeds³

et al. 2021

British J Special Edu

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Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school‐adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group‐based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three‐month follow‐up. Further research could test the engagement behaviour of staff pre‐ and post‐ training intervention and explore practice leadership within the school leadership team to address maintenance.

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Section: Discussionmentioning

confidence: 91%

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Evans¹,

Toogood²,

Owen-Leeds³

et al. 2021

British J Special Edu

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“…Through pilot work both during and following development, we have demonstrated positive outcomes for students with developmental disabilities receiving TEN-DD (Alallawi et al, 2022b;Apanasionok et al, 2021;Tzanakaki et al, 2014b). In a small randomised controlled trial (RCT) in a single special school (Tzanakaki et al, 2014b), 23 students were randomly allocated to TEN-DD (n ¼ 11) or a control group (n ¼ 12).…”

Section: Teaching Early Numeracy To Children With Developmental Disab...mentioning

confidence: 99%

“…TEN-DD group gains were also maintained at a seven-month follow-up. We also evaluated the feasibility of implementing TEN-DD using typical teaching staff in a special school (five class teachers, seven teaching assistants) who delivered TEN-DD across five classes (17 students) for one school year (Apanasionok et al, 2021). All students improved their Test of Early Mathematics Ability 3 rd edition (TEMA-3; Ginsburg and Baroody, 2003) raw scores at the post-test, with a large group effect size pre-post, and 14 individual students' MA scores also improved.…”

Section: Teaching Early Numeracy To Children With Developmental Disab...mentioning

confidence: 99%

Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting

Reardon,

Apanasionok,

Grindle

2024

TLDR

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Purpose There is a sparsity of research that considers how to overcome implementation challenges for interventions in special school settings where specialist teaching methods are involved. Successful implementation has often relied on considerable researcher involvement, making them inaccessible and not sustainable for the majority of special schools. The purpose of this study was to implementa train-the-trainer approach to train teaching staff to use the Teaching Early Numeracy to Children with Developmental Disabilities (TEN-DD) programme in a large special school in the UK, thereby significantly reducing researcher involvement in its implementation. Design/methodology/approach One staff member was trained to become the school lead for TEN-DD and trained other teaching staff in the school on implementation. This study recruited 13 students aged between 12 and 16 years of age with developmental disabilities to receive TEN-DD. Pre- and post-intervention tests on a standardised numeracy measure were conducted. Findings A train-the-trainer model was developed and successfully delivered to train teaching staff in TEN-DD. A standardised outcome measure indicated that ten students made improvements to their numeracy skills after teachers trained using this approach delivered TEN-DD for between 3 and 10 months. Originality/value Very little research has been carried out to better understand methods for overcoming implementation challenges for delivering evidence-based teaching programmes at scale to students with developmental disabilities who attend special schools. To the best of the authors’ knowledge, this study reports the results of the first evaluation of using a train-the-trainer model for the delivery of a numeracy intervention (TEN-DD), whereby there was no involvement of researchers in implementation beyond the initial training of the school lead. This model of training for interventions may be more sustainable for special schools and help improve the uptake of evidence-based interventions.

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“…Teachers can address the disparities between students in regular instructions and their peers with MLD and autism by implementing evidence-based interventions, such as Modified Schema-Based Instruction (MSBI), which is a problem-solving heuristic approach (Root et al, 2022;Yakubova et al, 2022). students with autism are similar to students with MLD because their achievement is usually low when teachers fail to complement directed pedagogy with student-centered learning (Griffiths et al, 2021;Schnepel & Aunio, 2021;Apanasionok et al, 2021). Lowly educated and unaccredited are unlikely to assess and address disabilities and impairments impeding the achievement of their students in mathematics.…”

Section: Literature Reviewmentioning

confidence: 99%

Special Education Teachers and Student Academic Achievement in Saudi Arabia

Almughyiri

2022

IJSE

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Teaching evaluation has been used widely in learning institutions globally to address achievement gaps for students with special needs, math learning disabilities (MLD), and learning impairments, such as autism. In most cases, learners with disabilities impeding the acquisition of mathematics and languages receive preferential consideration for special education. Successful knowledge acquisition for special needs students usually involves teacher guidance, especially in the evaluation of learning needs and dissemination of curriculum content, and student interactions. In this study, data collected from 170 special education administrators drawn from three regions of the Kingdom of Saudi Arabia (KSA) (Riyadh, Makkah, and Medina) was used to explore the effectiveness of training and certification of special education teachers on the attainment of desirable academic outcomes in mathematics. A purposive sampling strategy was used to recruit the participants. A descriptive analysis design was applied to study the underlying characteristics of the sample population. The findings from the study, which were presented using graphs and tables based on the responses from the participants, showed the diversity in the composition of special education teachers in KSA. Specifically, qualified practitioners, uncertified personnel, and unfilled teaching vacancies accounted for 55.88%, 38.24%, and 5.88% of all positions respectively. A considerable proportion of special education teachers (52.94%) reported that they use teacher-directed instruction as opposed to student-centered learning (47.06%). The implications of the findings and the recommendations are discussed in the final sections of this report.

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Teaching early numeracy to students with autism using a school staff delivery model

Cited by 7 publications

References 10 publications

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils

Overcoming implementation challenges through using a train-the-trainer approach to teach numeracy in a special school setting

Special Education Teachers and Student Academic Achievement in Saudi Arabia

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