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 skills. Pupils of all ages acquired essential 'learning to learn' skills which have reduced their barriers to learning and are enabling them to learn more effectively. The article discusses how a behavioural model was successfully and affordably implemented across key stages within a special educational needs school. [ABSTRACT FROM AUTHOR]

中文翻译：

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减少学生在特殊需求学校学习的障碍：将应用行为分析整合到关键阶段1-3

研究表明，基于应用行为分析（ABA）的干预措施可以改善患有自闭症谱系障碍（ASD）的幼儿的结局，但对大龄学生结局的研究很少。这项研究评估了ABA干预对英国特殊需求学校中患有ASD和其他学习困难的学生的有效性。干预的目的是减少4至13岁的个人的学习障碍。行为分析师与校本教学团队合作，设计并实施基于功能的行为支持计划，个人教育计划和ABA教学策略，并促进技能的普遍化。在基线时评估学生，并在干预一学年后再次评估学生。学生表现出明显的学习能力提高，语言和沟通，社交和娱乐技能以及自助技能。所有年龄段的学生都获得了必不可少的“学习学习”技能，这减少了他们的学习障碍，使他们能够更有效地学习。本文讨论了如何在特殊教育需求学校的关键阶段成功，经济地实施行为模型。[作者的摘要]