The effectiveness of behaviour analytic programmes for autistic children within an inclusive mainstream primary school setting

Given the rise in autism diagnoses, education systems worldwide must adapt to be more inclusive. However, challenges remain in areas such as teacher training, curriculum design, and the creation of learning environments where autistic children can thrive. This thesis aimed to explore barriers to autism education in mainstream schools in Malta.

A systematic literature review was first conducted to explore the global use of ABA in inclusive education. Locally, two qualitative studies captured the perspectives of parents of autistic children and teachers working in mainstream schools. These studies highlighted a need for further research and systemic support.

An applied study followed, using a multiple baseline design with four children aged 7–7.9 years. The intervention involved training Learning Support Educators (LSEs) in ABA to deliver an individualised curriculum developed by a Behaviour Analyst. The program targeted both skill acquisition and behaviour reduction.

Results showed significant progress and high social validity. This was the first applied study of its kind in Malta using evidence-based ABA strategies in a school setting and may have important implications for informing future educational policy and improving access to quality education for autistic learners.