During her visit, Mariana worked on a project focusing on the effects of sequential or simultaneous tact instruction on the acquisition of a small vocabulary in two foreign languages. After going back to Brazil, Mariana will continue to work with Dr Katerina Dounavi on this project, in collaboration with her primary supervisor Dr Mariéle Diniz Cortez from Federal University of São Carlos (Brazil) and Dr Mirela Cengher from the University of Maryland (USA).

The overall objectives of the project were to facilitate transparency and recognition of qualifications for behaviour analysts in Europe. The profession of behaviour analyst started in the early 1970s in North America. However, it is not formally recognised in Europe or further afield. For behaviour analysts to be able to practice within the EU with the same expectations surrounding knowledge, skills, and autonomy and responsibilities, it is necessary to create a clear range of competences for the profession. Most recently, behaviour analysts were recognised in the UK by the Professional Standards Authority, when their professional register was approved (cf., https://www.professionalstandards.org.uk/what-we-do/accredited-registers/find-a-register/detail/uk-society-for-behaviour-analysis).

The project has 6 Intellectual Outputs (I0). IO1 covers professional standards referenced to European Qualifications Framework (EQF). I02 outlines the development of the behaviour analyst qualification in the context of the six partner National Qualifications Frameworks (NQF). I03 provides a detailed glossary of terms in partner languages. I04 outlines a competency framework for entry-level EuroBA-Technicians (EuroBA-T). I05 is a competency framework for Master's-level EuroBA (EuroBA-M). I06 is an online entry-level multimedia course in six partner languages. For more information see  http://euroba.org/

QUB is represented on the EuroBA project by Centre for Behaviour Analysis colleagues Professor Karola Dillenburger, Dr Katerina Dounavi, and Dr Nichola Booth.

The criticality of such early access to behavioural interventions means that we need to identify predictors of a later autism diagnosis as early as possible. So far, there is no pre-birth or early-life screening test for autism and behavioural screening is based on observations that are conducted by clinicians.

At the same time, the wishes and needs of parents during pregnancy and early life are largely unknown for the autism community, unlike for other disabilities. This project, led by Katerina Dounavi,  aims to bridge the gap between the need to detect autism early and parental wishes around how/when to do this. This will ensure that future early life autism research embraces the voice of parents and empowers them to support their child as best as they can.

The VR classroom will be tailored to the needs of each individual participant and programme development will be based on their responses. This programme has been designed in collaboration with NewRed TV and colleagues at Ulster University. 

The overriding aim of these projects is to explore the feasibility of introducing educational programs such as this for parents and carers who wish to support their child’s learning at home. There are 24 Mencap families and 50 Fostering Network Northern Ireland (FNNI) families involved in this research which adopts a cluster randomised control trial. 

FNNI staff will be trained as programme facilitators who will deliver monthly support to carers running the programme.

Collaborators:

PI - Dr Claire McDowell- Ulster University

CI’s - Dr Catherine Storey (QUB), Dr Corinna Grindle (University of Warwick), Prof Richard Hastings (University of Warwick).

As ''Knowledge Provider" CBA will deliver a report in the form of case studies as part of a multimedia package. This will detail findings on the comparative physical and mental well-being of the participants and their families over a 6-month period, and also their opinions on any perceived barriers to access and their suggestions for improvements/future development of the social farming experience from a service user perspective. The report will be based on results from standardised tests and also specifically tailored qualitative interviews/questionnaires; this information will be embedded with short video clips illustrating the impact of social farming on participants and their families. We will also produce an easily accessible version of the report so that the academic evidence and insights into what social farming means to the people who take part will be available to participants and their families. 

For more detail of the Social Farm we work with see https://dolanssocialfarm.com/

The project built upon our previous work to expand the international reach of our research by creating new training materials, culturally adapting existing ones, undertaking interdisciplinary training offered through international professional networks, and organising dissemination events across three countries/languages. 

The first findings of our project have been published in the Journal of Autism and Developmental Disorders, see open access article at https://link.springer.com/article/10.1007/s10803-023-06231-z and A parental survey is currently open at https://forms.office.com/e/siDNbqg0Ki

Professor Kathryn Saunders, of Ulster University leads the project, in collaboration with Prof Karola Dillenburger of the Centre for Behaviour Analysis, QUB, and the Royal Victoria Hospital, Belfast. The project investigated the benefits of assessing children’s vision within the familiar environment of their school, shared the test results with parents, teachers and other people in the children’s lives, and recommended ways to tackle children’s visual problems. These steps will improve the behaviour of children and the quality of life for their families.

More information about this project can be found on the Action Medical Research website.

As a family carer, the researcher understands the importance of a person centred approach and the urgency to find practical solutions that contribute to evidence-based policy making.

Two related supports were proposed:

1) An app that enables carers to record video, pictures and notes to inform future carers.

2) A training course to address their practical and emotional challenges.

Ageing parents of severely autistic people often continue as carers for too long, this may be at the expense of their health and with risk to their charge. There is a lack of research in this area because, until recently, most people with severe difficulties pre-deceased their parents.

Ageing carers were consulted at every stage of research. More information about this project can be found on the ASSISTID website.

Based on the European standards for the description of the qualifications and requirements for the profession of a Job Coach for people with disabilities, access requirements for this profession as well as the key competencies for Job Coaches are defined. Another product of the project is a supplementary learning-handbook on dealing with specific disabilities, such as autism, intellectual disability, and mental health issues.

The innovative character of this project results from the topic and the target group. The development of a qualification concept for the training and continuous professional development of Job Coaches at a European level (tested Poland, Netherlands, France, Germany, United Kingdom) with regard to people with disabilities is new and corresponds with the UN Convention for the Rights of Persons with Disability and with European labour market policy promoting the justice and diversity in employment.

This project for the development of a standardized European qualification framework for the training of Job Coaches for people with disabilities brings great opportunities for all involved. The project was targeted to meet the needs of those already actively involved in training Job Coaches and aspiring Job Coaches for people with disabilities (i.e. social workers, employment therapists and employees in employment agencies, ). Indirectly, the project served people with disabilities (e.g. social workers, employment officers, employers and employees). The project aimed to support people with disabilities, educational institutions, social support organizations and employers.

The common European approach of this project summarizes and adapted national Quality standards, allows for comparability and recognizes the necessary skills of Job Coaches for people with disabilities. It aimed to create transparent and comparable standards for Job Coaches for people with disabilities in all European countries.

National adapted qualification concept for the Job Coach for persons with disabilities

European Qualification Profile of Job Coach for Persons with Disabilities

Guidelines for handling specific disabilities 

BASE reports are available to download here:

BASE Project Volume 5 Final project report (March 2016)

BASE Project Volume 4 Qualitative data analysis (Dec 2015)

BASE Project Volume 3 Secondary data analysis (March 2014)

BASE Project Volume 2 Northern Ireland Life and Times Survey Autism Module (Sept 2013)

BASE Project Volume 1 Literature review (Feb 2015)

Dealing with disruptive behaviour is a difficult issue for many teachers. Suspensions or exclusions are becoming increasingly used as a last resort with many teachers feeling that there is no alternative. Research shows that children with Autism and other special education needs can face higher rates of exclusion and poorer educational outcomes than their peers.

Without the right support from school, the educational process, social skills, the self-esteem and health of children with Autism will suffer. With the proper support they can achieve their full potential, paving the way for a more independent adult life. The project included

1 - Individual support - individualised programmes for children and young people
2 - Group support - group workshops for children and young people focusing on social and communication skills
3 - Workshops for professionals and parents - delivered in collaboration with Queen’s University Belfast
4 - Mobile solutions - virtual buddy App and virtual Behaviour Analyst App developed in collaboration with the University of Ulster.

We were given access to a stationary airplane to allow the children to get used to sitting in the plane and the Health & Safety processes. The visits were scheduled at a relatively quiet time in the airport and the process was guided and supported by behaviour analysts. 

Click the links below to access the videos.

1. Arriving at the Airport

2. Going through Security

3. The Departure Lounge

4. On the Plane

5. Leaving the Plane

The purpose of the project was to identify the specific needs of carers of adults and the challenges they faced; to increase the evidence base within the Commission on the issues faced by carers of adults and how effective relevant laws, policies, practices and procedures are in supporting the carers of adults; to identify the potential implications of any proposed reform of relevant laws, policies, procedures and practices on carers of adults; and to identify unmet needs and develop recommendations for amendments to both existing and proposed law, policy, practice and procedure pertaining to carers of adults to ensure full protection of their rights and those receiving their care.