Our Approach
The school is based on the principles of Positive Behaviour Support (PBS) and Applied Behaviour Analysis (ABA). These evidence-based approaches allow us to understand and individual’s behaviour more completely.
Planning for each student at Pathways starts with our multi-disciplinary team (MDT), consisting of our Behaviour Analyst, Speech & Language and Occupational Therapists, Teacher and ABA Tutors. This team collaborates to analyse evidence from the assessment and progress data of students to develop targets for each student’s Individual Learning Plans (ILPs) and Behaviour Support Plans (BSPs).
To deliver these targets we employ a combination of 1:1 tutor-supported and group learning sessions, depending on each pupil’s individual learning profile and the targets in our Pathway2Independence Curriculum. Dynamic risk assessments and transition plans for each student enable us to manage behaviour effectively, reducing dependence on 1:1 support and providing access more group learning.
Pathways School provides a capable learning environment where physical and human resources are used to the best effect for each student, whether in individual or group learning opportunities.
We are committed to the belief that learning does not take place only within a school. Our students learn functional living skills in real life situations. This may include shops and restaurants, doctors or dentists’ clinics and local leisure centres, as well as mainstream schools.
Ultimately, we recognise that parents/carers are the child’s first educators and that their knowledge and expertise about their child is of paramount importance. Close and continuous liaison with family members is a critical component of our approach.
Combining these principles with Martin Seligman’s PERMA model provides a solid foundation for each member of the community – students, their families and our staff – to flourish.
Positive Behaviour Support (PBS)
PBS is a person-centred framework for supporting children and adults with learning disabilities and/or autism, who have, or may be at the risk of developing challenging behaviours.
PBS is a person-centred framework for supporting children and adults with learning disabilities and/or autism, who have, or may be at the risk of developing challenging behaviours. It is a multi-component, personalised and enduring system of support that aims to enhance the quality of life for the focal person as well as those supporting them. It involves the use of constructional interventions based on data-driven decision making to build stakeholder skills and eliminate the need for aversive and restrictive practices.
A PBS framework:
- Creates a system of support that values dignity, choice, participation, and equal opportunity;
- Considers the person and his or her life circumstances as a whole, including their physical health and emotional needs;
- Creates physical and social environments that are supportive and capable of meeting people’s needs;
- Is proactive, preventative and aims to teach people new skills to replace behaviours that challenge, as well as skills that enhance the opportunities people have for independent living;
- Draws input from different professionals and includes multiple evidence-based approaches that are provided in a coordinated and person-centred.
PBS is a person-centred framework for supporting children and adults with learning disabilities and/or autism, who have, or may be at the risk of developing challenging behaviours. It is a multi-component, personalised and enduring system of support that aims to enhance the quality of life for the focal person as well as those supporting them. It involves the use of constructional interventions based on data-driven decision making to build stakeholder skills and eliminate the need for aversive and restrictive practices.
A PBS framework:
- Creates a system of support that values dignity, choice, participation, and equal opportunity;
- Considers the person and his or her life circumstances as a whole, including their physical health and emotional needs;
- Creates physical and social environments that are supportive and capable of meeting people’s needs;
- Is proactive, preventative and aims to teach people new skills to replace behaviours that challenge, as well as skills that enhance the opportunities people have for independent living;
- Draws input from different professionals and includes multiple evidence-based approaches that are provided in a coordinated and person-centred.
Applied Behaviour Analysis (ABA)
ABA is the practice of applying the principles of how learning takes place to teach new skills and behaviours. It has been supported by over 50 years of scientific research.
ABA is the practice of applying the principles of how learning takes place to teach new skills and behaviours. It has been supported by over 50 years of scientific research. The use of ABA in education is based on developing highly individualised programmes where new skills and behaviours that require intervention are clearly defined and carefully measured through assessment and direct observation.
Teaching involves breaking down complex skills into several elements which are separately and sequentially taught through reinforcement. ABA can be used to teach academic skills, communication skills, social skills, and functional living skills.
Data collection and analysis is a critical component of ABA. Data is the driving force behind all decisions in a learner’s intervention programme. Data is collected and analysed throughout a programme to determine whether progress is being made. Based on the data, the Behaviour Analyst decides whether the intervention should be modified in any way or continued in the same manner.
The overarching objectives of the school are to develop communication and social skills, essential living skills, support positive behaviours, and prepare for adulthood. We develop Individual Learning Plans (ILPs) for each student that align the national curriculum goals with each individual’s specific profile and learning targets, through our Pathways2Independence Curriculum.
The Speech and Language Therapist (SLT) and Occupational Therapist (OT) provide specialist input that is incorporated into each student’s ILP. The SLT and OT work 1:1 and/or in group sessions with the students. The SLT and OT also work closely with the tutors to incorporate speech and language and occupational therapy targets in the student’s daily activities to complement weekly specialist input.
ABA is the practice of applying the principles of how learning takes place to teach new skills and behaviours. It has been supported by over 50 years of scientific research. The use of ABA in education is based on developing highly individualised programmes where new skills and behaviours that require intervention are clearly defined and carefully measured through assessment and direct observation.
Teaching involves breaking down complex skills into several elements which are separately and sequentially taught through reinforcement. ABA can be used to teach academic skills, communication skills, social skills, and functional living skills.
Data collection and analysis is a critical component of ABA. Data is the driving force behind all decisions in a learner’s intervention programme. Data is collected and analysed throughout a programme to determine whether progress is being made. Based on the data, the Behaviour Analyst decides whether the intervention should be modified in any way or continued in the same manner.
The overarching objectives of the school are to develop communication and social skills, essential living skills, support positive behaviours, and prepare for adulthood. We develop Individual Learning Plans (ILPs) for each student that align the national curriculum goals with each individual’s specific profile and learning targets, through our Pathways2Independence Curriculum.
The Speech and Language Therapist (SLT) and Occupational Therapist (OT) provide specialist input that is incorporated into each student’s ILP. The SLT and OT work 1:1 and/or in group sessions with the students. The SLT and OT also work closely with the tutors to incorporate speech and language and occupational therapy targets in the student’s daily activities to complement weekly specialist input.