Translating evidence-based practice into a comprehensive educational model within an autism-specific special school

• Autores: Katy A. Lambert-Lee, Rebecca Jones, Julie O'Sullivan, Richard P. Hastings, Emma Douglas-Cobane, Esther Thomas J., Carl Hughes, Gemma Griffith
• Localización: British journal of special education, ISSN 0952-3383, Vol. 42, Nº. 1, 2015, págs. 69-86
• Idioma: inglés
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• Resumen

  • Research evaluations of Applied Behaviour Analysis (ABA)-based interventions for children with autism demonstrate positive outcomes. However, little research has focused on the translation of these evidence-based interventions into service delivery models within existing education systems. In the present article, we provide a description of the comprehensive ABA-based educational model used within TreeHouse School, London, UK. In addition, we analyse progress data over 12 months for a group of learners attending the school. Fifty-three students with autism were tested and then re-tested with the Assessment of Basic Language and Learning Skills (ABLLS-R). For 23 of these students a repeated Vineland Adaptive Behavior Scales (VABS) assessment was also available. Repeated measures t-tests revealed statistically significant improvements over time on all ABLLS domains and for all VABS scores. These data provide preliminary evidence that an ABA-based educational model can be integrated into the UK system and produce positive outcomes for children.