Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/12896
Full metadata record
DC FieldValueLanguage
dc.contributor.authorGrey, Ian M-
dc.contributor.authorHonan, Rita-
dc.contributor.authorMcClean, Brian-
dc.contributor.authorDaly, Michael-
dc.date.accessioned2015-07-23T06:30:46Z-
dc.date.issued2005-09-
dc.identifier.urihttp://hdl.handle.net/1893/12896-
dc.description.abstractInterventions for children with autism based upon Applied Behaviour Analysis (ABA) has been repeatedly shown to be related both to educational gains and to reductions in challenging behaviours. However, to date, comprehensive training in ABA for teachers and others have been limited. Over 7 months, 11 teachers undertook 90 hours of classroom instruction and supervision in ABA. Each teacher conducted a comprehensive functional assessment and designed a behaviour support plan targeting one behaviour for one child with an autistic disorder. Target behaviours included aggression, non-compliance and specific educational skills. Teachers recorded observational data for the target behaviour for both baseline and intervention sessions. Support plans produced an average 80 percent change in frequency of occurrence of target behaviours. Questionnaires completed by parents and teachers at the end of the course indicated a beneficial effect for the children and the educational environment. The potential benefits of teacher implemented behavioural intervention are discussed.en_UK
dc.language.isoen-
dc.publisherSAGE Publications-
dc.relationGrey IM, Honan R, McClean B & Daly M (2005) Evaluating the effectiveness of teacher training in Applied Behaviour Analysis, Journal of Intellectual Disabilities, 9 (3), pp. 209-227.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectApplied Behaviour Analysisen_UK
dc.subjectautismen_UK
dc.subjectbehaviour support planen_UK
dc.subjectIrelanden_UK
dc.subjectschoolsen_UK
dc.subjectservice deliveryen_UK
dc.titleEvaluating the effectiveness of teacher training in Applied Behaviour Analysisen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1177/1744629505056695-
dc.identifier.pmid16144826-
dc.citation.jtitleJournal of Intellectual Disabilities-
dc.citation.issn1744-6295-
dc.citation.volume9-
dc.citation.issue3-
dc.citation.spage209-
dc.citation.epage227-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailmichael.daly@stir.ac.uk-
dc.contributor.affiliationTrinity College, Dublin-
dc.contributor.affiliationTrinity College, Dublin-
dc.contributor.affiliationBrothers of Charity Services Roscommon Ltd-
dc.contributor.affiliationSocio-Management-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Management, Work and Organisation Journal Articles

Files in This Item:
File Description SizeFormat 
joid_93.pdf178.47 kBAdobe PDFUnder Permanent Embargo    Request a copy


This item is protected by original copyright



Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

If you believe that any material held in STORRE infringes copyright, please contact library@stir.ac.uk providing details and we will remove the Work from public display in STORRE and investigate your claim.