Using applied behaviour analysis as standard practice in a UK special needs school

Abstract

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural interventions for children between the ages of three and 18 years. Data are presented that show how the model is effective. Children with ASD under the age of seven made significant gains on intelligence quotient and on a range of skills including language, social and play, and academic skills following three academic terms of intervention. Case study data for two children reveal a marked decrease in challenging behaviour following a function based behavioural intervention. These interventions have led to greater independence, integration and access to curricular activities. These data show that children are making significant gains within this cost‐effective model.

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

“…Foran et al () evaluated outcomes from an ABA intervention delivered in a UK special needs school. A group of seven children with ASD between the ages of five and seven years were supported by staff trained in the principles of ABA.…”

“…Many of the recent studies of the effectiveness of school‐based ABA interventions have included young children up to seven years old (Eldevick et al, ; Foran et al, ; Grindle et al, ; Peters‐Scheffer et al, ). An emerging literature has shown that ABA interventions can be effective for older children and young people.…”

“…The children who participated in the intervention made greater gains on measures of adaptive behaviour that were statistically significant when compared to children who received EAU. Foran et al (2015) evaluated outcomes from an ABA intervention delivered in a UK special needs school. A group of seven children with ASD between the ages of five and seven years were supported by staff trained in the principles of ABA.…”

The Potential Role of Applied Behavior Analysis in the Cultural Environment of Māori Mental Health

“…Cost barriers can only be addressed if ABA services in Aotearoa are actively involved in ensuring that adequate funding is provided for MHS, so that the cost of accessing the services does not fall on the end user or consumer, by advocating for more government funding for mental health. Moreover, ABA services could be integrated in schools; a recent UK example shows how this can be achieved in an affordable manner (Foran et al, 2015).…”

The Collaborative Institute for Education Research, Evidence and Impact: a Case Study in Developing Regional Research Capacity in Wales

“…This research has concentrated on direct intervention and evaluation with children themselves or with parents, guardians, and teachers and has focused on both early and preventative approaches. Some specific targets include special educational needs (e.g., Foran, Hoerger, Philpott & Morgan, 2015;Ware & Thorpe, 2007), bilingualism (e.g., Thomas, Apolloni & Lewis, 2014;Rhys & Thomas, 2013), childhood disorders and conduct disorder (e.g., Hutchings, Martin-Forbes, Daley & Williams, 2013), bullying in schools (e.g., Clarkson et al, 2016), mindfulness in education (e.g., Gold et al, 2010), healthy eating and behaviours (e.g., Horne et al, 2009), academic failure (e.g., Hughes, Beverley, & Whitehead, 2017), literacy (e.g., Caravalos & Landel, 2010;, and numeracy (e.g., Hunter, Beverley, Parkinson & Hughes, 2016). Although this research has had impact on education practice and settings in North Wales, it was largely researcherled and not part of a strategic collaboration as we describe in Phase 2.…”