Beeson, Paul
(2013)
Investigating the incorporation of precision teaching assessment methods within a structured approach for children with autism.
DAppEdPsy thesis, University of Nottingham.
Abstract
The aim of this research was to investigate the incorporation of a 'structured approach' to teaching children with autism, with precision teaching assessment methods. The rationale for the research focused on the limited evidence base regarding educational approaches for children with autism (Jones, 2002), and the growing need to provide appropriate educational provision for this group (Ali & Frederickson, 2006). One of the more widely used approaches in the UK is 'Treatment and Education of Autistic and related Communication handicapped Children' (TEACCH) (Tutt, Powell, & Thornton, 2006), with a derivative of this, called a 'structured approach', in place in the local context of the research.
The use of fluency building approaches in education, such as precision teaching, has been proposed as potentially beneficial for children with autism due to their dysfluencies and difficulties generalising skills (Weiss, 2001), however there is limited research for this population. The 'structured approach' within the local context did not incorporate fluency building procedures, and therefore the research sought to investigate whether a precision teaching framework could augment a 'structured approach' for children with autism.
A pragmatic, mixed methods approach was utilised in this research. It employed a series of three case studies, each incorporating multiple A-B single case experimental designs (SCED), in order to explore the impact of the precision teaching intervention on the pupils' learning, affect, and behaviour. A focus group provided additional information regarding the implementation of the precision teaching intervention. The SCED measures were analysed through graphical visual inspection and the focus group data was thematically analysed.
The research found that precision teaching positively augmented a structured approach for the focus children, which was particularly apparent when it was implemented consistently. Improvements were identified in the pupils' learning, affect, and behaviour. The implications of this research are discussed and opportunities for further research highlighted.
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