In recent years, growing recognition of neurodivergence has prompted a substantive reorientation in educational theory and practice. This paper aims to examine how some applied behaviour analysis (ABA) schools in the UK are beginning to position themselves within this wider shift towards educational approaches that affirm and accommodate neurodiversity.
Longstanding components of the ABA model are identified that align closely with neurodiversity-affirming principles. In addition, more recent refinements are described, including increased attention to the recognition of assent withdrawal behaviours, adaptations to early instructional programming, a deeper understanding of self-regulatory behaviours and a strengthened emphasis on the use of less intrusive prompting strategies.
This reflective paper summarises changes that have been made to practice in recent years, along with recommended strategies to ensure these changes are embedded and sustained within the school culture. These recommendations include the revision of school policies, a comprehensive review of the staff training programme and the creation of guidance documents to accompany published resources that are not fully neuro-affirming. It is noted that the process of embedding neurodiversity-affirming practice in an ABA school is a continuous and evolving process.
It is essential for all educational settings to critically reflect on their practice and identify where adjustments are required to ensure provision affirms neurodiversity and effectively supports the diverse learners within the school community.
