PhD Study : Austism Spectrum Disorder (multi-component programme)

Summary

Classroom assistants are a core workforce in mainstream schools, providing a range of support for pupils with special educational needs (SEN).  The learning and behaviour profile of children with Autism Spectrum Disorder (ASD) distinguishes them as a group who can benefit from tailored interventions designed to improve their social communication.  Children with ASD often struggle with many aspects of daily interaction that can hinder their access to learning and their participation in daily life.  This affects their independence and may interfere with longer term expectations (e.g., employment) during adulthood. It is essential, therefore, to explore ways to teach social awareness so pupils with ASD can generalise these skills in community settings.

The use of behavioural-based strategies that simultaneously address motivation and skill deficits holds promise for teaching social skills to children with ASD. Thus far, the role of classroom assistants as facilitators in the learning process has been an under-developed feature of mainstream education in Northern Ireland, reflecting the traditional parameters of the role as well as the limited opportunities for meaningful professional development.   Yet, it is clear that mainstream schools have, at times, struggled to fulfil their commitment to be fully inclusive of children with SEN and shortfalls in staff with appropriate expertise is identified as a recurrent shortfall.  In this context, there is scope to develop the skills base of Classroom Assistants and, in doing so, to contribute to inclusive capacity-building in schools.

The aim of this study is to develop and test a theoretically informed multi-component education programme to support children with ASD in mainstream primary schools.  Incorporating an innovative preparatory component of Classroom Assistant training, the study recognises that programmes delivered by adults directly involved with pupils with ASD can have the greatest positive effects on social and communication interaction.

Classroom Assistants recruited from a selection of mainstream primary schools with pupils with ASD will receive dedicated training in the delivery of the theoretically informed multi-component education training programme.

The methodology for the study will be based upon the Medical Research Council’s Guidelines for the Development of Complex Interventions (2000, 2008, 2019) and comprise four stages.

Stage 1 will involve a systematic review of the literature based upon a realist lens.

Stage 2 will involve in an explorative qualitative study identifying key components of the multi-component education training programme for the Classroom Assistants and school systems.

Stage 3 will involve a series of co-production workshops with key stakeholders to develop the multi-component theoretically informed training programme using a logic model framework.

Stage 4 will involve a feasibility trial of the education training programme across several mainstream primary schools with the Classroom Assistants who are supporting children with ASD.

In seeking to investigate the feasibility of a multi-component education programme, the study has significant potential to be scaled up into a publicly funded larger trial.

Essential criteria

Applicants should hold, or expect to obtain, a First or Upper Second Class Honours Degree in a subject relevant to the proposed area of study.

We may also consider applications from those who hold equivalent qualifications, for example, a Lower Second Class Honours Degree plus a Master’s Degree with Distinction.

In exceptional circumstances, the University may consider a portfolio of evidence from applicants who have appropriate professional experience which is equivalent to the learning outcomes of an Honours degree in lieu of academic qualifications.

• Experience using research methods or other approaches relevant to the subject domain
• Sound understanding of subject area as evidenced by a comprehensive research proposal
• A comprehensive and articulate personal statement
• Research proposal of 1500 words detailing aims, objectives, milestones and methodology of the project

Desirable Criteria

If the University receives a large number of applicants for the project, the following desirable criteria may be applied to shortlist applicants for interview.

• For VCRS Awards, Masters at 75%
• Completion of Masters at a level equivalent to commendation or distinction at Ulster
• A comprehensive and articulate personal statement

Funding and eligibility

The University offers the following levels of support:

Vice Chancellors Research Studentship (VCRS)

The following scholarship options are available to applicants worldwide:

• Full Award: (full-time tuition fees + £19,000 (tbc))
• Part Award: (full-time tuition fees + £9,500)
• Fees Only Award: (full-time tuition fees)

These scholarships will cover full-time PhD tuition fees for three years (subject to satisfactory academic performance) and will provide a £900 per annum research training support grant (RTSG) to help support the PhD researcher.

Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Please note: you will automatically be entered into the competition for the Full Award, unless you state otherwise in your application.

Department for the Economy (DFE)

The scholarship will cover tuition fees at the Home rate and a maintenance allowance of £19,000 (tbc) per annum for three years (subject to satisfactory academic performance).

This scholarship also comes with £900 per annum for three years as a research training support grant (RTSG) allocation to help support the PhD researcher.

• Candidates with pre-settled or settled status under the EU Settlement Scheme, who also satisfy a three year residency requirement in the UK prior to the start of the course for which a Studentship is held MAY receive a Studentship covering fees and maintenance.
• Republic of Ireland (ROI) nationals who satisfy three years’ residency in the UK prior to the start of the course MAY receive a Studentship covering fees and maintenance (ROI nationals don’t need to have pre-settled or settled status under the EU Settlement Scheme to qualify).
• Other non-ROI EU applicants are ‘International’ are not eligible for this source of funding.
• Applicants who already hold a doctoral degree or who have been registered on a programme of research leading to the award of a doctoral degree on a full-time basis for more than one year (or part-time equivalent) are NOT eligible to apply for an award.

Due consideration should be given to financing your studies. Further information on cost of living