The effectiveness of behaviour analytic programmes for autistic children within an inclusive mainstream primary school setting

Abstract

Autism is a neurodevelopmental condition characterised by persistent difficulties in social communication and interaction, repetitive behaviours or interests, and atypical responses to sensory input. These behaviours typically emerge early in life and may become more pronounced as social demands increase and coping strategies are not acquired. Without supportive environments, this can significantly impact functioning. The prevalence of autism diagnoses has risen globally over the past 30 years, sparking increased interest in neurodiversity and effective intervention methods. Applied Behaviour Analysis (ABA) is a scientific, evidence-based approach used to address socially significant behaviours. When applied to autism, ABA has shown strong effectiveness in improving outcomes for children. Given the rise in autism diagnoses, education systems worldwide must adapt to be more inclusive. However, challenges remain in areas such as teacher training, curriculum design, and the creation of learning environments where autistic children can thrive. This thesis aimed to explore barriers to autism education in mainstream schools in Malta. A systematic literature review was first conducted to explore the global use of ABA in inclusive education. Locally, two qualitative studies captured the perspectives of parents of autistic children and teachers working in mainstream schools. These studies highlighted a need for further research and systemic support. An applied study followed, using a multiple baseline design with four children aged 7–7.9 years. The intervention involved training Learning Support Educators (LSEs) in ABA to deliver an individualised curriculum developed by a Behaviour Analyst. The program targeted both skill acquisition and behaviour reduction. Results showed significant progress and high social validity. This was the first applied study of its kind in Malta using evidence-based ABA strategies in a school setting and may have important implications for informing future educational policy and improving access to quality education for autistic learners.  

Date of Award	Jul 2025
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Tertiary Education Scholarship Scheme
Supervisor	Nichola Booth (Supervisor) & Karola Dillenburger (Supervisor)