|Improving Education in Ireland through Behavior Analysis
|Tuesday, May 27, 2014
|9:00 AM–9:50 AM
|W195 (McCormick Place Convention Center)
|Chair: Michelle P. Kelly (Dar Al-Hekma College)
Bringing ABA to Schools in Dublin's Marginalized Communities: Outcomes and Implications of a Pilot Project
|Domain: Applied Research
|MICHELLE P. KELLY (Dar Al-Hekma College)
This paper will present outcomes from a pilot project undertaken in a secondary school (aged 13-14) in Dublins inner city in the 2012/2013 academic year. As part of this project, an ABA-specific classroom was established whereby students at high risk of academic failure and early school leaving attended in small groups as an alternative to their regular class for a total of 4 hours per week each. This was, and continues to be, the only project of its kind in Ireland. In this classroom, problem behaviors were targeted using a variety of evidence-based interventions. Precision teaching (using Morningside curricula and SAFMEDS) was used to target reading and math; school attendance was targeted using a points system, while in-session and across-school behavior was targeted using an inter-dependent group contingency. Data from each of the interventions will be presented along with video footage to illustrate the positive outcomes. Results of pre and post tests will also be discussed. Barriers to the implementation of projects like this one will be discussed along with recommendations for expanding the current project to other schools in marginalised communities in Irelands cities. Outcomes from the current academic year will also be presented as a follow-up to the main presentation.
|Precision Teaching in Ireland 2013: The Decade in Review
|CLAIRE GRIFFIN (Mary Immaculate College, Limerick, Ireland)
|Abstract: This paper describes the findings of an intensive literature review of Irish-based research in the field of Precision Teaching. Stemming from a special Irish issue of the ‘Journal of Precision Teaching and Celeration’ in 2002, this paper explores the development of the field of Precision Teaching in an Irish context over the past decade. Using keyword, database searches, this paper reviews Precision Teaching studies pertaining to autism, mathematics and literacy, alongside papers that criticise the use of Precision Teaching in the educational domain. Findings from this review highlight a dearth of published Irish research in the field, despite growing educational dissemination and applied use of this technique nationally. Future research is required to address this gap in the literature, and expand the evidence-base for this practice.