Achievement for All: Improving Psychosocial Outcomes for Students with Special Educational Needs and Disabilities

Autor/inn/en	Humphrey, Neil; Lendrum, Ann; Barlow, Alexandra; Wigelsworth, Michael; Squires, Garry
Titel	Achievement for All: Improving Psychosocial Outcomes for Students with Special Educational Needs and Disabilities
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (2013) 4, S.1210-1225 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.12.008
Schlagwörter	Program Effectiveness; Intervention; Foreign Countries; Outcomes of Education; Special Needs Students; Disabilities; At Risk Students; Psychological Patterns; Social Development; Program Evaluation; Academic Achievement; Parent School Relationship; Pretests Posttests; Comparative Analysis; Behavior Problems; Bullying; Behavior Modification; Interpersonal Relationship; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lernleistung; Schulerfolg; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Soziale Entwicklung; Programme evaluation; Programmevaluation; Schulleistung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Mobbing; Behaviour modification; Verhaltensänderung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Students with special educational needs and disabilities (SEND) are at a greatly increased risk of experiencing poor psychosocial outcomes. Developing effective interventions that address the cause of these outcomes has therefore become a major policy priority in recent years. We report on a national evaluation of the Achievement for All (AfA) programme that was designed to improve outcomes for students with SEND through: (1) academic assessment, tracking and intervention, (2) structured conversations with parents, and (3) developing provision to improve wider outcomes (e.g. positive relationships). Using a quasi-experimental, pre-test-post-test control group design, we assessed the impact of AfA on teacher ratings of the behaviour problems, positive relationships and bullying of students with SEND over an 18-month period. Participants were 4758 students with SEND drawn from 323 schools across England. Our main impact analysis demonstrated that AfA had a significant impact on all three response variables when compared to usual practice. Hierarchical linear modelling of data from the intervention group highlighted a range of school-level contextual factors and implementation activities and student-level individual differences that moderated the impact of AfA on our study outcomes. The implications of our findings are discussed, and study strengths and limitations are noted. (Contains 1 figure and 10 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10