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

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Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3. / Pitts, Laura; Gent, Stacey ; Hoerger, Marguerite.
In: British Journal of Special Education, Vol. 46, No. 1, 26.03.2019, p. 94-112.

Research output: Contribution to journal › Article › peer-review

HarvardHarvard

Pitts, L, Gent, S & Hoerger, M 2019, 'Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3', British Journal of Special Education, vol. 46, no. 1, pp. 94-112. https://doi.org/10.1111/1467-8578.12251

APA

Pitts, L., Gent, S., & Hoerger, M. (2019). Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3. British Journal of Special Education, 46(1), 94-112. https://doi.org/10.1111/1467-8578.12251

CBE

Pitts L, Gent S, Hoerger M. 2019. Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3. British Journal of Special Education. 46(1):94-112. https://doi.org/10.1111/1467-8578.12251

MLA

Pitts, Laura, Stacey Gent, and Marguerite Hoerger. "Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3". British Journal of Special Education. 2019, 46(1). 94-112. https://doi.org/10.1111/1467-8578.12251

VancouverVancouver

Pitts L, Gent S, Hoerger M. Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3. British Journal of Special Education. 2019 Mar 26;46(1):94-112. Epub 2019 Mar 6. doi: 10.1111/1467-8578.12251

Author

Pitts, Laura ; Gent, Stacey ; Hoerger, Marguerite. / Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3. In: British Journal of Special Education. 2019 ; Vol. 46, No. 1. pp. 94-112.

RIS

TY - JOUR

T1 - Reducing pupils’ barriers to learning in a special needs school: integrating applied behaviour analysis into Key Stages 1–3

AU - Pitts, Laura

AU - Gent, Stacey

AU - Hoerger, Marguerite

N1 - Validated without version, added too late to save

PY - 2019/3/26

Y1 - 2019/3/26

N2 - 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 …

AB - 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 …

U2 - 10.1111/1467-8578.12251

DO - 10.1111/1467-8578.12251

M3 - Article

VL - 46

SP - 94

EP - 112

JO - British Journal of Special Education

JF - British Journal of Special Education

SN - 0952-3383

IS - 1

ER -