Empowering People, Launching lives
Impact delivered through the principles of ABA
We’re incredibly proud of the work we do with children and young adults in our services. Everything we do is focused around the idea of ‘just enough support’ – providing all of our learners with the skills and confidence they need to progress to adulthood.
Partnerships, alongside multidisciplinary working, are a key part of everything we do – we believe in working collaboratively with others, sharing best practice alongside ideas that haven’t worked, to ensure we are all doing our best to deliver excellence for the children and young adults we work with.
Since 2018, BeyondAutism staff have been compiling a bank of real-world examples of learner progress, with the anticipated learning that comes alongside, and are developing these into case articles that we hope will provide inspiration for you. Click the links below to read some of our case studies from the academic year 2020/21.
|Building up transition skills with a 3-year-old with a visual schedule||Marta Rapp Wright|
|Behaviours that challenge
|Parent’s engagement in ABA therapy and their impact in the reduction of behaviour that is perceived to challenge||Filipa Costa|
|Reducing self-injurious behaviours in a school setting||Amy Sarrasin|
|Staff evaluation of training on Positive Behavioural Support (PBS) and positive handling strategies: a social validity assessment||Carrie Caceres-Taguiang|
|Functional communication training and manipulation of discriminative stimuli to reduce behaviours that challenge maintained by access to routines||Cat Bradly|
|A longitudinal study examining interventions at decreasing behaviour that challenges whilst increasing emotive communication in a pupil with autism||Jordana Lyons|
|An evaluation of effective implementation of ABA on the outcomes across learning domains for children with ASD
|Analysis of feeding with a fork for a pupil with feeding disorders
|Positive practice overcorrection
|Separation anxiety – a case study on transitioning into a school-based setting||Liz Burns|
|Time to play- increasing the duration of play and social interaction in Sixth Form||Karolina Gburczyk|
|Introducing the AIM curriculum to support social-emotional development in individuals with autism
|Developing a shared interest in peer groups through hobbies and experience, giving pupil voice to their future||Rhian Mitchell|
|Learning and online learning
|Assessing the impact of introducing the AQA award system on the outcomes for our pupils||Amber Downing|
|Exploring online learning and how our learners can adapt and still make progress||Leah Townsend|
|Teaching object imitation skills using a modified errorless teaching procedure||Jalpa Shah|
|Teaching across a range of responses to develop the concept of telling-time
|Using video conferencing to deliver an ITT session||Melissa Fernandes|
|Implementation of technology to support evidence collection in the EYFS||Sarah Dominic|
|Supporting the transition of a reception pupil into Park House School after an absence of formal education for 9 months||Matthew Wicks|
|Looking at the impact of attending BeyondAutism’s Early Years’ Service on the confidence, resilience, and overall outlook of a parent||Sarah Larner|
To read last years’ case studies, take a look at our 2019/20 case study page.