Utilising Applied Behaviour Analysis in Schools for Pupils with Special Educational Needs: Applied Behaviour Analysis in Schools
The author used a non-randomised pre-test/post-test control group design to test a school-based Applied Behaviour Analysis intervention model in two experiments at a special school with pupils with autism spectrum disorder.
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Theme: Specialist support
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Strength: Good
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Breadth of Impact: Robust
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Status: Quality Assured
The author used a non-randomised pre-test/post-test control group design to test a school-based Applied Behaviour Analysis intervention model in two experiments at a special school with pupils with autism spectrum disorder.
They found the pupils receiving the Applied Behaviour Analysis intervention made greater gains in adaptive behaviour, including significant gains in language and communication, socialisation, and daily living skills.
This grey literature was appraised using a validated checklist. The AACODS checklist provides guidance when dealing with diverse formats of grey literature (Tyndall, 2010). AACODS includes the following items: Authority (who is responsible for the intellectual content) – Accuracy – Coverage (parameters which define the content coverage i.e., reference to a particular population group, or certain type of publication) – Objectivity (identify bias, if it is unstated or unacknowledged) – Date (that confirms relevance of information)- Significance (value judgment in the context of the relevant research area). The checklist can be used for any discipline area and prioritises expert opinion and expertise over source format (Tyndall, 2010).