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Adapting Active Support Interactive Training to a Special School Context to Upskill Classroom Staff and Increase Engagement in Pupils
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Evans, Ceridwen; Toogood, Sandy; Owen-Leeds, Stephanie; Dwyfor, Leusa; Jorammanawar, Shabreen; Issa, Nour; Hughes, J. Carl – British Journal of Special Education, 2021
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing…
Descriptors: Job Training, Special Schools, Learner Engagement, Faculty Development
Creating Effective Teaching and Learning Environments: Building a Positive Behavioural Support (PBS) Model for UK Special Schools
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Denne, Louise D.; Grindle, Corinna F.; Sapiets, Suzi J.; Blandford-Elliott, Millie; Hastings, Richard P.; Hoerger, Marguerite; Lambert-Lee, Katy; Paris, Andreas; Nicholls, Gemma; Hughes, J. Carl – Support for Learning, 2023
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to…
Descriptors: Instructional Effectiveness, Educational Environment, Positive Behavior Supports, Foreign Countries
Headsprout® Early Reading for Children with Severe Intellectual Disabilities: A Single Blind Randomised Controlled Trial
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Grindle, Corinna F.; Murray, Clodagh; Hastings, Richard P.; Bailey, Tom; Forster, Helen; Taj, Sabia; Paris, Andreas; Lovell, Michael; Jackson Brown, Freddy; Hughes, J. Carl – Journal of Research in Special Educational Needs, 2021
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children…
Descriptors: Severe Intellectual Disability, Reading Programs, Online Courses, Reading Instruction
Teaching Conventional Early Reading Skills to Children with Intellectual Disabilities in Special Schools in the UK: A Survey of Current Practices and Perceived Barriers
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Roberts-Tyler, Emily J.; Beverley, Michael; Hughes, J. Carl; Hastings, Richard P. – European Journal of Special Needs Education, 2021
Statistics relating to special schools indicate very low rates of basic literacy. However, there is very little information available regarding typical instruction in these settings and, therefore, no clear picture of the potential barriers precluding the improvement of reading skills in special schools. The current paper investigated current…
Descriptors: Foreign Countries, Special Schools, Literacy Education, Teaching Methods
Teaching Children with Autism Reading Comprehension Skills Using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension
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Grindle, Corinna; Kurzeja, Olivia; Tyler, Emily; Saville, Maria; Hughes, J. Carl; Hastings, Richard P.; Brown, Freddy Jackson – Journal of International Special Needs Education, 2020
Children with autism often exhibit difficulties with reading comprehension. Recent studies have demonstrated positive outcomes for typical learners from the internet-based reading comprehension program, Headsprout Reading Comprehensiont. In the present study, a preliminary evaluation of HRC was conducted with six children with autism. The primary…
Descriptors: Teaching Methods, Reading Instruction, Autism, Pervasive Developmental Disorders
Using Applied Behaviour Analysis as Standard Practice in a UK Special Needs School
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Foran, Denise; Hoerger, Marguerite; Philpott, Hannah; Jones, Elin Walker; Hughes, J. Carl; Morgan, Jonathan – British Journal of Special Education, 2015
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…
Descriptors: Foreign Countries, Special Schools, Functional Behavioral Assessment, Disabilities