Teacher Training Event in Behaviour Management for Children with Autism

We recently hosted a comprehensive teacher training session at Redeemer Girls National School in Dundalk, Ireland, as part of the Preschool Applied Behaviour Analysis (PABA) project. The training aimed to equip primary school teachers with evidence-based strategies for managing challenging behaviours in children with autism spectrum disorder (ASD).

Introduction to ASD

The training began by establishing foundational knowledge about autism spectrum disorder, helping teachers recognize the diverse presentation of ASD symptoms, as well as the prevalence of autism in schools across Europe.

The ABC Model and Functions of Behaviour

A central component of the training focused on the ABC model - Antecedents, Behaviours, and Consequences. This framework helps teachers understand that behaviour doesn't occur in isolation but is influenced by environmental events that precede and follow it.

Participants practiced distinguishing between behaviour labels (such as "angry" or "disruptive") and objective behaviour definitions, which is an essential skill for effectively tracking and addressing challenging behaviours.

Teachers also learned that behaviour in young children typically serves a purpose, falling into into one of four main behavioural functions:

• Sensory: Obtaining or avoiding sensory stimulation

• Escape: Avoiding unpleasant tasks or situations

• Attention: Gaining attention from others

• Tangible: Accessing desired objects or activities

Intervention Strategies

"The best part of the training was getting a better understanding of how to manage behaviours, and how important it is to look after yourself and prevent burnout."

The training provided concrete behaviour management strategies in three categories:

Proactive (Antecedent) Strategies

Applied before challenging behaviour occurs to increase the likelihood of desired behaviour. Examples include using visual schedules, providing clear expectations, and incorporating sensory input throughout the day.

Reactive (Consequence) Strategies

Applied after challenging behaviour occurs, using principles of reinforcement, punishment, or extinction to shape future behaviour.

Replacement Behaviours

Teaching alternative behaviours that serve the same function as the challenging behaviour. For instance, teaching a child to appropriately request attention rather than shouting out.

Managing Stress and Preventing Burnout

The project aims to directly combat feelings of stress and burnout among teachers by equipping them with the skills, knowledge and practical strategies to handle challenging behaviours in their classrooms. The training also helped teachers learn to identify early warning signs of stress, such as a reluctance to go to work or irritability with children or colleagues, and gave practical examples of techniques and guidance for personal stress management.

Participant Feedback

The training received exceptional feedback from participants, demonstrating its immediate impact and usefulness.

100% of participants reported that as a result of the training they:

• Have an improved understanding of people with autism

• Have enhanced their skills in dealing with challenging behaviours

• Will have improved ability to communicate with people with ASD and their families

• Will use PABA behaviour management strategies to combat feelings of stress and burnout

  
  

These results confirm that the resources developed within the project effectively address the real needs of classroom teachers while supporting both student success and teacher wellbeing.

All PABA resources are freely available on the project website. Educators and stakeholders interested in implementing these evidence-based approaches in their settings are encouraged to explore the materials or get in touch for more information.

PABA Project Multiplier Event: Sharing Knowledge on Early Childhood Behaviour Management

This month, we hosted a Multiplier Event in Dundalk, Ireland to disseminate the results and resources of the Preschool Applied Behaviour Analysis (PABA) project to a wide audience of teachers, headteachers, support staff and stakeholders in early childhood education.

The Goals of The Project

The PABA project addresses a critical need in European education: equipping preschool teachers with the skills to provide effective early interventions for children with autism spectrum disorder. The main goals were to:

• Raise awareness and improve understanding of autism

• Improve the quality of care provided to children with autism in schools

• Equip teachers with required skills for effective early interventions

• Reduce stress and burnout among teachers

  
  

Project Results

The multiplier event showcased the project's extensive suite of high-quality, evidence-based resources, all designed to support educators in managing challenging behaviours:

Teacher's Handbook

A practical, step-by-step guide covering behaviour management fundamentals. Teachers can use the handbook to learn about the principles and functions that govern the behaviours of young children with autism, particularly when it comes to challenging behaviours that are disruptive to a classroom environment. The handbook provides different strategies that can be used directly in the classroom to help teach children alternative behaviours, while reducing the incidence of challenging behaviours.

Trainer's Guide

A comprehensive guide for teachers to educate their peers on all the topics contained within the teacher's handbook. It contains structured lesson plans, detailed agendas and practical exercises to deliver engaging and effective training sessions.

Data Sheets

Practical tracking tools that support educators in monitoring behaviour patterns of their students, applying ABA strategies consistently, tracking progress over time, and making data-informed decisions tailored to each child's needs.

Branching Scenarios

An interactive game presenting a series of scenarios that help teachers understand the four functions of behaviour through consequence-based decision-making. Whether teachers choose correct or incorrect responses, they can follow their choices through and observe the effects on children's behaviour.

Impact

The multiplier event received excellent feedback, with participants indicating that:

• The project results were highly useful and relevant for the behaviour management of children with autism

• They would be very likely to use the materials in the work

• The materials could easily be used in their specific classroom environments

Attendees left the event with access to all PABA resources and clear pathways for implementation in their own settings. The project website serves as a central hub for downloading materials, accessing the online game, and finding out more information about the project.

All PABA resources are freely available on the project website. Educators and stakeholders interested in implementing these evidence-based approaches in their settings are encouraged to explore the materials or get in touch for more information.

What Does Good Practice in Inclusive Volunteering Actually Look Like?

Sport has the power to bring people together, but when it comes to volunteering opportunities, are we really creating spaces where everyone can contribute meaningfully? This question sits at the heart of the Volunteering for Inclusion and Empowerment With Sports (VIEWS) project, which recently conducted research to understand what good practice in inclusive volunteering means from the perspectives of those who matter most – people with disabilities themselves.

Hearing from Those Who Know Best

The research gathered insights from 34 participants, with nearly two-thirds identifying as having a disability. This wasn't by accident. Too often, discussions about inclusion happen without disabled people at the table. Half of the respondents were current or former sport volunteers with disabilities, while others included people interested in volunteering and those who support inclusive programs.

Their voices matter because they understand the reality – not just the theory – of what it takes to create truly inclusive volunteering opportunities.

The Building Blocks of Inclusion

When asked to define good practice in their own words, participants painted a clear picture. Half emphasized the critical importance of removing barriers – whether physical, cognitive, or systemic. Nearly as many focused on equal participation and genuine inclusion, regardless of ability.

But perhaps most telling was their emphasis on creating supportive, welcoming environments and ensuring that volunteer roles are meaningful rather than tokenistic. As one theme that emerged strongly showed, volunteers with disabilities want to make real contributions that align with their skills and interests.

Where Everyone Agrees

The research revealed remarkable consensus on what matters most. When presented with specific statements about good practice, participants showed overwhelming agreement across the board – with all themes receiving at least 85% support.

Three principles stood out with near-universal agreement:

Empowerment topped the list, with 97% agreement. Participants strongly believed that volunteers with disabilities should gain confidence, independence, and develop skills that contribute to personal and professional growth. Not a single person disagreed.

Accessibility came second, with 94% agreement on the importance of removing barriers and creating environments where all volunteers can contribute effectively.

Co-design and tailoring also achieved 94% agreement, emphasizing that practices should be developed with people with disabilities and tailored to their needs, preferences, and aspirations.

Beyond the Basics

The research also revealed some nuanced insights. While participants strongly supported leadership opportunities for volunteers with disabilities, this received slightly less enthusiastic agreement than other principles – perhaps reflecting realistic concerns about organizational readiness or systemic barriers that still exist.

Intersectionality – recognizing that people with disabilities may face additional barriers related to gender, age, or background – received strong but not universal support, suggesting this remains an area where awareness could be strengthened.

The Bigger Picture

What emerged from participants' additional comments was a vision of inclusive volunteering that goes far beyond simply accommodating disabilities. They spoke about:

• The value of mentorship from people with lived experience

• The need for flexible scheduling and role modifications

• The importance of continuous improvement based on volunteer feedback

• Recognition that everyone has something valuable to contribute, regardless of time commitment

  
  

One particularly powerful insight was the emphasis on empathy and viewing volunteers as individuals with unique abilities rather than focussing on limitations.

What This Means for Sport Organizations

The message from this research is clear: inclusive volunteering isn't about charity or filling quotas. It's about recognising that people with disabilities bring valuable skills, perspectives, and enthusiasm to sport organisations – when given genuine opportunities to contribute.

The high level of agreement across all principles suggests that effective inclusive volunteering requires attention to multiple dimensions simultaneously. You can't just focus on accessibility while ignoring empowerment, or emphasize inclusion while offering only tokenistic roles.

Moving Forward

This research provides a roadmap, but it's one that requires ongoing commitment. As participants emphasised, good practice in inclusive volunteering is a dynamic process that requires continuous evaluation, adaptation, and most importantly, ongoing dialogue with disabled volunteers themselves.

The question isn't whether people with disabilities can contribute to sport through volunteering – they already are. The question is whether we're ready to create the conditions where they can truly thrive.

Sport has always been about bringing out the best in people. When it comes to inclusive volunteering, that principle remains the same – we just need to ensure our practices match our values.