About
8
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Introduction
Andreas Paris is currently working as a Consultant Behaviour Analyst and Research Assistant at the Centre for Educational Development, Appraisal and Research (CEDAR), The University of Warwick. He is also working towards his Doctorate degree. Andreas conducts research in Behavioural Science, Clinical Psychology, Developmental/Intellectual Disabilities and Special Education.
Publications
Publications (8)
The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence‐based approach that can be used to proa...
Background:
Little is known about how to evaluate relationships and sex education (RSE) delivered to students with intellectual disability and what stakeholders perceive are important outcomes. The present study aimed to systematically review existing studies on outcomes of RSE, as the first step in the development of a core outcome set (COS) for...
Background:
Positive behavioural support (PBS) can be effective in supporting children and young people (CYP) with developmental disabilities. This systematic review focused on describing the components and nine characteristics of PBS that have been used with CYP with developmental disabilities in special education settings, and the evidence for P...
Background and aims
The present study examines the levels of psychological distress (anxiety, depression, stress) and burnout and their relationship to challenging behaviour, amongst staff working in a special education setting. It further examines the relationships between psychological distress and burnout and psychological flexibility, role clar...
Research evaluating phonics reading programs for children with severe intellectual disabilities (ID) is limited. The current study investigated whether using an online reading program (Headsprout® Early Reading; HER) as supplementary reading instruction for children with a severe ID leads to improvements in reading skills as compared to children no...
Background: Function-based interventions have been found to have a greater impact on reducing challenging behaviour compared with non function-based interventions (Payne, Scott and Conroy, 2007). These interventions are usually employed in School-wide Positive Behavioural Support (SW-PBS) Tier 3 practices, which also tend to be multi-component, wit...
A comprehensive review of the literature was conducted to identify current practice on teaching science to students with intellectual disability (ID) and/or Autism Spectrum Disorder (ASD) in relation to two review questions—students' science outcomes and students' and teachers' experiences of the interventions. Six databases related to education, p...
Background
Adaptive skills measures tend to be lengthy. The GO4KIDDS (Great Outcomes for Kids Impacted by Severe Developmental Disabilities; (Journal of Applied Research in Intellectual Disabilities, 58, 2015 and 594)) Brief Adaptive Behaviour Scale was developed to provide a brief assessment of adaptive skills. Our study aimed to examine the psych...
