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

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

StandardStandard

Using applied behaviour analysis as standard practice in a UK special needs school. / Hoerger, M.L.; Philpott, H.P.; Walker-Jones, E.M. et al.
Yn: British Journal of Special Education, Cyfrol 42, Rhif 1, 29.01.2015, t. 34-52.

Allbwn ymchwil: Cyfraniad at gyfnodolyn › Erthygl › adolygiad gan gymheiriaid

HarvardHarvard

Hoerger, ML, Philpott, HP, Walker-Jones, EM, Foran, D, Hoerger, M, Philpott, H, Jones, EW, Hughes, JC & Morgan, J 2015, 'Using applied behaviour analysis as standard practice in a UK special needs school', British Journal of Special Education, cyfrol. 42, rhif 1, tt. 34-52. https://doi.org/10.1111/1467-8578.12088

APA

Hoerger, M. L., Philpott, H. P., Walker-Jones, E. M., Foran, D., Hoerger, M., Philpott, H., Jones, E. W., Hughes, J. C., & Morgan, J. (2015). Using applied behaviour analysis as standard practice in a UK special needs school. British Journal of Special Education, 42(1), 34-52. https://doi.org/10.1111/1467-8578.12088

CBE

Hoerger ML, Philpott HP, Walker-Jones EM, Foran D, Hoerger M, Philpott H, Jones EW, Hughes JC, Morgan J. 2015. Using applied behaviour analysis as standard practice in a UK special needs school. British Journal of Special Education. 42(1):34-52. https://doi.org/10.1111/1467-8578.12088

MLA

Hoerger, M.L. et al. "Using applied behaviour analysis as standard practice in a UK special needs school". British Journal of Special Education. 2015, 42(1). 34-52. https://doi.org/10.1111/1467-8578.12088

VancouverVancouver

Hoerger ML, Philpott HP, Walker-Jones EM, Foran D, Hoerger M, Philpott H et al. Using applied behaviour analysis as standard practice in a UK special needs school. British Journal of Special Education. 2015 Ion 29;42(1):34-52. doi: 10.1111/1467-8578.12088

Author

Hoerger, M.L. ; Philpott, H.P. ; Walker-Jones, E.M. et al. / Using applied behaviour analysis as standard practice in a UK special needs school. Yn: British Journal of Special Education. 2015 ; Cyfrol 42, Rhif 1. tt. 34-52.

RIS

TY - JOUR

T1 - Using applied behaviour analysis as standard practice in a UK special needs school

AU - Hoerger, M.L.

AU - Philpott, H.P.

AU - Walker-Jones, E.M.

AU - Foran, D.

AU - Hoerger, M.

AU - Philpott, H.

AU - Jones, E.W.

AU - Hughes, J.C.

AU - Morgan, J.

PY - 2015/1/29

Y1 - 2015/1/29

N2 - 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.

AB - 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.

U2 - 10.1111/1467-8578.12088

DO - 10.1111/1467-8578.12088

M3 - Article

VL - 42

SP - 34

EP - 52

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 1

ER -