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.
For the last two years, 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. We’re launching with our first theme of ‘Building confidence and independence’.
Author: Ariela Spalla, ABA Tutor, BeyondAutism
This case study is about how video modelling helped a student in crossing the road independently following the chain provided for this task. It has been observed that they were not properly looking left and right before starting to cross the road and it affected their independence when crossing the road.
The videos showed what to look for while crossing the road and this helped them to start to properly scan for cars and acquire more confidence to start crossing the road by themselves.
Author: Taylor Christensen, Occupational Therapist, BeyondAutism
This case study explores how the use of multisensory activities and approaches to learning assist with learning new skills. It will explore how incorporating sensory-based activities both prior to and during a new activity, such as mark making/ writing assists with retention of learning.
Author: Brittany Farnan, ABA Instructor, BeyondAutism
The question that will be posed in this case study is, ‘how does BeyondAutism make an impact that improves the quality of life (QoL) of our pupils for years to come, when they are not using our services anymore?’ In this case study, the definition by the World Health Organisation (WHO) will be used to define QoL. This definition regards QoL as being, ‘a complex way the person’s physical health, psychological state, level of independence, social relationships, personal beliefs and their relationship to the salient features of their environment’ interact to promote wellbeing (WHOQOL, 1997).
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