Abstract

There is little guidance for teachers about how best to teach young children in SEN schools in Wales. Recent research has shown that teaching based on Applied Behaviour Analysis (ABA) is an effective model for Foundation Phase and Key Stage 1 in maintained special needs schools (Foran et al., 2015; Pitts, Gent, & Hoerger, 2019). The current study replicated the model and included curriculum measures (P Scales) typically used by educators and the validated, normed-assessments (MSEL and VABSII) commonly used by researchers. Following the classroom-based ABA model implementation, participants made significant gains on curriculum measures and normed-assessments. The data from all assessments showed statistically significant gains with medium large effect sizes. This study demonstrates how teachers can utilise behaviour analytic strategies to prepare students with readiness for learning skills essential for accessing the curriculum. This study outlines how techniques based on the principles of ABA can complement educational provision in maintained SEN schools in Wales.

Keywords: applied behaviour analysis, maintained special education, classroom intervention, P Scales, Autism, applied behaviour analysis maintained special education, autism

How to Cite:

O'Boyle, H. & Hoerger, M., (2021) “Implementing a Classroom-Based ABA Model in a maintained special education school in Wales”, Wales Journal of Education 23(1). doi: https://doi.org/10.16922/wje.23.1.2