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Ebook Applied behaviour analysis and autism: Part 2

Part 2 book “Applied behaviour analysis and autism” has contents: From a sapling to a forest - The growth of the saplings model of education; lessons learned from starting a community-based ABA programme for kids with ASDs; positive behaviour support - supporting meaningful change for individuals, families and professionals, and other contents. | CHAPTER 6 From a Sapling to a Forest The Growth of the Saplings Model of Education Phil Smyth, Marc de Salvo and Aisling Ardiff The Saplings Model of Education (or Saplings) is an educational centre for 31 children who have been diagnosed as being on the autistic spectrum (see Figure 6.1). The centre delivers education to pupils through application of the principles of applied behaviour analysis (ABA). This chapter aims to set the development of Saplings in context. It begins with Jessica’s story as told by her father (and Saplings chairperson) Marc de Salvo and develops into an overview of the historical development of Saplings. This chapter presents Saplings as an interesting and dynamic setting for children to learn and for staff to work, and as an organization that combines these characteristics with quality assurance technology in the realization of a model of educational excellence. Quality assurance is outlined in terms of the systems approach to organizational operation utilized within Saplings. All quality assurance systems are designed with the aim of continuing to deliver quality education to Saplings pupils, and to improving performance in all areas whenever possible. Key elements within the Saplings systems approach include the development of clear roles and responsibilities (operationally described as 146 THE GROWTH OF THE SAPLINGS MODEL OF EDUCATION 147 Figure 6.1: Mark and Jess behavioural objectives for staff performance) and quality control measures designed for the development of staff training and feedback. These two elements translate into practices for 1. setting performance standards, 2. monitoring performance, 3. providing supervisory and management feedback, and 4. providing staff training (LaVigna et al. 1994). Quality assurance, in terms of staff performance, provides the critical framework for continued Saplings pupil success. The reader of this chapter will be left with a view of Saplings as a vibrant, positive and exciting .