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Chapter image Chapter 13: Strategy 11: Behavioural approaches

Self Evaluation

Please rate yourself or a teacher you have closely observed.




11. Employs behavioural approaches

You follow behavioural principles in your teaching, in particular (a) controlling the level of task difficulty, (b) providing advance organizers, (c) preferring positive reinforcement over negative reinforcement and punishment, and (d) in the case of learners with special needs, systematically obtaining baseline measurements, implementing a behavioural approach and evaluating outcomes


Mitchell, 2014, pp142–153.

  1. You effectively control antecedents in lessons, e.g., through managing task difficulty, using advance organisers and using prompts.
  2. You appropriately use continuous and intermittent positive reinforcement.
  3. You only rarely employ negative reinforcement and punishment.
  4. You appropriately employ a behavioural approach to modify the behaviour of children with special educational needs
  1. All the indicators are regularly met.
  2. All the indicators are occasionally met.
  3. Some of the indicators are occasionally met.
  4. None of the indicators are met

YouTubeYouTube links

Behavioral treatments, Dr Michael Powers. (1.32.41)

Individuals with autism spectrum disorders exhibit a range of behavioural excesses and deficits that can interfere significantly with adaptive functioning at home, in the community and at school. At times these challenging behaviours can cause harm to others or to the person with autism, and often contribute both to isolation and misunderstanding of the needs of the individual. This lecture introduces the foundations of behavioural assessment and treatment of significant challenging behaviour in persons with autism.


websitesWeb links

Talking point: Strategies to support behavioural difficulties.

This article describes one way of understanding a child’s behaviour, which can then help identify ways of encouraging something more appropriate. There are also lists of strategies which might be useful at home and at school.


PB Works: Behaviorism.

An overview of behavioural approaches.


journalsJournal links

Eldevik, S., Hastings, R.P., Hughes, J.C., Jahr, E., Eikeseth, S. and Cross, S. (2009). ‘Meta-analysis of early intensive behavioral intervention for children with autism’. Journal of Clinical Child and Adolescent Psychology, 38(3), 439–450.

A systematic literature search for studies reporting effects of Early Intensive Behavioral Intervention identified thirty-four studies, nine of which were controlled designs having either a comparison or a control group. We completed a meta-analysis yielding a standardized mean difference effect size for two available outcome measures: change in full-scale intelligence and/or adaptive behaviour composite. The average effect size was 1.10 for change in full-scale intelligence and .66 for change in adaptive behaviour.