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How ‘pairing’ differs between different aged autistic learners

Kayleigh Turtle

ABSTRACT: This case study aims to answer the question: How does pairing differ between different aged autistic learners” and the significance of any differences. Pairing is one of the most fundamental practises in behaviour analysis. Pairing is the act of building a relationship between a tutor/parent and the child; it is what allows positive relationships to form and increase instructional control within a relationship. Instructional control is important to allow the ability of further learning to occur for the autistic learner, with less reluctance to want to do so. There is already a wide understanding of what pairing is and why it is seen as one of the crucial starting points within behaviour analysis, however, there is not much-existing research as to how and why pairing practices might differ between different aged autistic learners. This case study looks at any possible differences between pairing with different aged learners from the perspective of someone who has worked in three different teaching environments with autistic learners; having had the opportunity to experience pairing techniques with a range of learners from 4 years old all the way up to 24 years old.

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