Skip to main content
Home

Information for:

  • Alumni
  • Applicants
  • Current Students
  • Staff
  • Parents
  • Job Vacancies
  • Covid-19
  • Cymraeg
My country:

Main Menu

    • Study Options
      • Study Home
      • Why Study at Bangor?
      • Undergraduate Study
      • Postgraduate Taught Study
      • Postgraduate Research
      • Executive Education
      • Part-time Courses
      • January Start Courses
      • Degree Apprenticeships
      • Study Abroad
      • Work Experience
    • Study Advice
      • Apply
      • Already Applied?
      • Fees and Finances
      • Scholarships and Bursaries
      • Get Ready for University
      • Widening Access
    • Explore Bangor
      • Open Days and Visits
      • Virtual Student Experience
      • Magical Bangor

    Find a Course

    Order a Course Guide

    Open Days

    Clearing

    • Student Life
      • Student Life Home
      • Bangor and the Area
      • Social Life and Entertainment
      • Student Accommodation
      • Clubs and Societies
      • Sport
      • Virtual Student Experience
      • Videos and Vlogs
    • Your Experience at Bangor
      • Student Support
      • Skills and Employability
      • Study or Work Abroad
      • Fees and Finances

    Student Profiles

    Student Videos and Vlogs

    Welcome 2022

    • Choose Bangor
      • International Home
      • Why Bangor?
      • Location
      • Accommodation
      • Student Support
      • Contact Us
      • Bangor University's China website
    • Apply
      • Entry Requirements
      • Tuition Fees and Scholarships
      • How to Apply
      • Already Applied
      • Study Abroad
      • Exchanges
      • Worldwide Partners

    Country Specific Information

    Bangor University International College

    Find a Course

    Clearing 2023

    • Research
      • Research Home
      • About Our Research
      • Research in our Academic Schools
      • Research Institutes and Centres
      • Research Portal
      • Integrated Research and Impact Support (IRIS) Service
      • Energy
      • REF 2021
      • Research News
    • Postgraduate Research Opportunities
      • Postgraduate Research
      • Doctoral School
    • Events and Training Opportunities
      • Researcher Development
    • The University
      • About Us
      • Our Mission
      • Strategy 2030
      • Annual Report & Financial Statements
      • Our Location
      • Academic Schools and Colleges
      • Services and Facilities
      • Vice-Chancellor's Office
      • Working with Business
      • Working with the Community
      • Sustainability
      • Health and Wellbeing
      • Contact Us
    • Working for Us
      • Job Vacancies
    • University Management and Governance
      • Policies and Procedures
      • Slavery and Human Trafficking Statement
      • Management and Governance
    • University and the Community
      • Pontio
      • Sports Facilities
      • Conference Facilities
      • Places to Eat and Drink
      • Public Events
      • Widening Access
      • Services to Schools
    • Business Services
      • Business Services Home
    • Collaboration Hub
      • Collaboration Hub
    • Conferencing and Business Dining
      • Conferencing Facilities
      • Business Dining
    • Intellectual Property (IP) and Commercialisation
      • Intellectual Property (IP) and Commercialisation
    • News
      • Current News
      • Research News
      • Student News
    • Events
      • Events
    • Announcements
      • Flag Announcements
  • Open Days

    • Study Options
      • Study Home
      • Why Study at Bangor?
      • Undergraduate Study
      • Postgraduate Taught Study
      • Postgraduate Research
      • Executive Education
      • Part-time Courses
      • January Start Courses
      • Degree Apprenticeships
      • Study Abroad
      • Work Experience
    • Study Advice
      • Apply
      • Already Applied?
      • Fees and Finances
      • Scholarships and Bursaries
      • Get Ready for University
      • Widening Access
    • Explore Bangor
      • Open Days and Visits
      • Virtual Student Experience
      • Magical Bangor

    Find a Course

    Order a Course Guide

    Open Days

    Clearing

    • Student Life
      • Student Life Home
      • Bangor and the Area
      • Social Life and Entertainment
      • Student Accommodation
      • Clubs and Societies
      • Sport
      • Virtual Student Experience
      • Videos and Vlogs
    • Your Experience at Bangor
      • Student Support
      • Skills and Employability
      • Study or Work Abroad
      • Fees and Finances

    Student Profiles

    Student Videos and Vlogs

    Welcome 2022

    • Choose Bangor
      • International Home
      • Why Bangor?
      • Location
      • Accommodation
      • Student Support
      • Contact Us
      • Bangor University's China website
    • Apply
      • Entry Requirements
      • Tuition Fees and Scholarships
      • How to Apply
      • Already Applied
      • Study Abroad
      • Exchanges
      • Worldwide Partners

    Country Specific Information

    Bangor University International College

    Find a Course

    Clearing 2023

    • Research
      • Research Home
      • About Our Research
      • Research in our Academic Schools
      • Research Institutes and Centres
      • Research Portal
      • Integrated Research and Impact Support (IRIS) Service
      • Energy
      • REF 2021
      • Research News
    • Postgraduate Research Opportunities
      • Postgraduate Research
      • Doctoral School
    • Events and Training Opportunities
      • Researcher Development
    • The University
      • About Us
      • Our Mission
      • Strategy 2030
      • Annual Report & Financial Statements
      • Our Location
      • Academic Schools and Colleges
      • Services and Facilities
      • Vice-Chancellor's Office
      • Working with Business
      • Working with the Community
      • Sustainability
      • Health and Wellbeing
      • Contact Us
    • Working for Us
      • Job Vacancies
    • University Management and Governance
      • Policies and Procedures
      • Slavery and Human Trafficking Statement
      • Management and Governance
    • University and the Community
      • Pontio
      • Sports Facilities
      • Conference Facilities
      • Places to Eat and Drink
      • Public Events
      • Widening Access
      • Services to Schools
    • Business Services
      • Business Services Home
    • Collaboration Hub
      • Collaboration Hub
    • Conferencing and Business Dining
      • Conferencing Facilities
      • Business Dining
    • Intellectual Property (IP) and Commercialisation
      • Intellectual Property (IP) and Commercialisation
    • News
      • Current News
      • Research News
      • Student News
    • Events
      • Events
    • Announcements
      • Flag Announcements
  • Open Days

Information for:

  • Alumni
  • Applicants
  • Current Students
  • Staff
  • Parents
  • Job Vacancies
  • Covid-19
My country:

Search

Close

Breadcrumb

  • Cymraeg

Share this page:
  • Twitter
  • Facebook
  • LinkedIn

Professor Carl Hughes

Head of School / Professor

c.hughes@bangor.ac.uk

0000-0001-7130-7286

Professor Carl Hughes

View Professor Carl Hughes’s profile on the Bangor Research Portal

Overview

Professor J. Carl Hughes

Professor Carl Hughes, BCBA-D, is Professor and consultant behavioural psychologist at the School of Psychology, Bangor University, Wales. He is Director of the Collaborative Institute for Education Research, Evidence and Impact (CIEREI), and Deputy Head of the College for Health and Behavioural Science. Professor Hughes is the chairperson of the Experimental Analysis of Behaviour Group, UK and Europe (EABG), a founder member of the European Association of Behaviour Analysis, and a board member of the UK-Society for Behaviour Analysis. His research interests include broad application of behavioural psychology; behaviour change in health settings, evidence-based educational interventions with children, reading instruction, and educational application of behavioural science. Professor Hughes is an elected Advisor for the Cambridge Centre for Behavioral Studies, an international organisation devoted to the dissemination and promotion of the uses of behavioural psychology to the improvement of peoples lives. Professor Hughes has recently been honoured as the first European to be given the Distinguished Contribution to Behaviour Analysis award from the international Society for the Advancement of Behaviour Analysis (SABA).

Professor Hughes has 54 peer-reviewed publications, many of the leading international journals both in behavioural psychology and the field of disability and education, including the The American Journal of Intellectual and Developmental Disabilities, Journal of Autism and Developmental Disabilities, and the Journal of Clinical Child and Adolescent Psychology.

Professor Hughes has a sustained and significant level of grant income in excess of £3.7m. highlights include: £1,100.000 WEFO funded Wales Centre for Behaviour Change; €404,000 Atlantis Student exchange Programme, a prestigious Exchange programme funded by the EU and US education departments (with international partners in Warsaw, Poland and California State University, US), aimed at encouraging internationalisation of students; £211,000 NISCHR research grant; £129,000 Research Network Creation grant. 

Additional Contact Information

Yr Athro

Yr Athro Ymchwil Addysgol ac Ymddygiadol

Professor of Educational and Behavioural Research

Arweinydd Strategol ar gyfer Hyfforddiant Athrawon a Gallu Ymchwil Rhanbarthol

Strategic Lead for Teacher Training and Regional Research Capacity

Cyfarwyddwr, Sefydliad Cydweithredol ar dros Ymchwil Addysg, Tystiolaeth ac Effaith (CIEREI)

Director, Collaborative Institute of Education Research, Evidence and Impact (CIEREI)

Dirprwy Bennaeth y Coleg (Dysgu ac Addysgu)

Deputy Head, Teaching and Learning, College of Health and Behavioural Science (CoHaBS)

Ysgol Seicoleg ac Ysgol Addysg

School of Psychology and School of Education

E-bost/ Email: c.hughes@bangor.ac.uk

Ffon / Phone: 01248 383278

Prifysgol Bangor, Bangor, Gwynedd, LL57 2DG

Bangor University, Bangor, Gwynedd, LL57 2DG

@prifysgolbangor  /PrifysgolBangor

@BangorUni  /BangorUniversity

Research Interests

Diredtor, Collaborative Institute for Education Research, Evidence and Impact (CIEREI).

CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools. CIEREI represents a strategic partnership between GwE, Bangor University (led by the Schools of Education and Psychology), Local Education Authorities, schools, the University of Warwick (CEDAR), The Future Generations Commissioners office for Wales, and other stakeholders invested in improving educational outcomes and the wellbeing of our children. The primary aim of CIEREI is to support improving outcomes for children through schools, and to contribute to teacher education and building regional capacity in co-constructed close-to-practice impact research.

CIEREI is also a strategic response to ensuring that Bangor University provides a strong lead in developing international level research that informs teaching practice and underpins the training of the next generation of teachers in Wales. CIEREI represents a strategic and ambitious response to the vision described by Professor Donaldson (Welsh Government, 2015a), and Professor Furlong (Furlong, 2015) on the role of universities and the changing landscape that will be necessary to build a research informed education economy in Wales. 

In the medium to long term, CIEREI aims to achieve this through building a vibrant research community that builds the foundation that feeds directly into current educational practice, initial teacher education (ITE) programmes and on-going professional development of teachers. This will help ensure that all newly qualified teachers understand research, best evidence practice, and will help to foster a ‘scientist-practitioner mind-set’ within education settings. CIEREI has the status of ‘Institute’ within the university system because one of the main functions will be to bring together existing groups and centres that are undertaking educationally relevant research to work collaboratively and strategically with GwE and schools (e.g., Centres for Evidence Based Early Intervention, Centre for Mindfulness Research and Practice, Miles Dyslexia Centre, Bilingualism Centre, Bangor Literacy Lab). 

Research Interests

Professor Hughes has over 50 peer-reviewed publications many of the leading international journals both in behaviour analysis and the field of disability, including the Journal of the Experimental Analysis of Behavior (JEAB), European Journal of Behavior Analysis (EJOBA), The American Journal of Intellectual and Developmental Disabilities, Journal of Autism and Developmental Disabilities, Behavior Modification, and the Journal of Clinical Child and Adolescent Psychology, Journal of Developmental and Physical Disabilities. He has four active research themes:

1) Early behavioural intervention programmes and evidence-based practice. The Main theme of this research track is to build on developing the evidence base for early educational and behavioural interventions for children with autism, developmental disabilities, and behavioural disorders (e.g., Denne, Hastings, Hughes, Bovell, & Redford, 2011; Eames, Daley, Hutchings, Hughes, Jones, Martin, & Bywater; 2008; Eames, Daley, Hutchings, Whitaker, Jones, Hughes, & Bywater, 2009; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2010; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009a; Eldevik, Hastings, Hughes, Jahr, Eikeseth, & Cross, 2009b; Eldevik, Hastings, Jahr, & Hughes, 2011; Eldevik, Jahr, Eikeseth, Hastings, & Hughes, 2010; Grindle, Hastings, Saville, Hughes, Kovshoff, & Huxley, 2009; Grindle, Hastings, Hughes, Saville, et al., 2011; Tzanakaki, Grindle, Hastings, Hughes, Kovshoff, & Remington, 2011). Two current PhD students are working in this area;

2) Effective teaching methods. The main theme of this research is investigating direct interventions within school settings to help children across a wide range of populations (special educational needs, typically developing) who are failing to learn and to empower teachers and school systems with innovative and effective teaching technologies, such as the innovative internet reading programme, Headsprout (e.g., Beverley, Hughes, & Hastings, 2009; Hughes, Beverley, & Whitehead, 2007). This research stream is beginning to build momentum locally and Professor Hughes is in the planning stages of large scale, multi-school evaluations of Headsprout in 12 schools across North Wales. Six PhD students are currently working in this area;

3) Language and verbal behaviour. The main theme of this research is developing a basic understanding of the verbal processes children develop and how these impact higher skills such as categorisation and observational learning (e.g., Horne, Hughes, & Lowe, 2006; Jones, Hughes, & Williams, 2009; Lowe, Horne, & Hughes, 2005; Powers & Hughes, 2011);

4) Developing training and staff competencies in behavioural psychology.The main theme of the research is the development of training and staff competencies in the delivery of high quality education (e.g., Arntzen, Hughes, Pellon, & Moderato, 2009; Denne, Hastings, Hughes, Bovell, & Redford, 2011; Hughes, 2007; Hughes & Beverley, 2009; Hughes & Shook, 1997; Jones, Hoerger, Hughes, Williams, Jones, Moseley, Hughes & Prys; 2011). .

Reviewing and editorial contributions. Professor Hughes has acted as an invited peer reviewer for the main international journals in his research areas, including, the Experimental Analysis of Behavior, The Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, The European Journal of Behavior Analysis, Journal of Applied Research in Intellectual Disabilities, Journal of Autism and Developmental Disabilities, The Behavior Analyst, The Quarterly Journal of Experimental Psychology, and The Journal of Precision Teaching and Celeration.  Professor Hughes is on the editorial board for many of the major international journals in behaviour analysis and disability, including Behavior Analysis in Practice, The European Journal of Behavior Analysis, The Journal of Precision Teaching and Celeration, and The Behavior Analyst.

Conference activity. Professor Hughes has consistently contributed at conferences in behaviour analysis, Autism and learning disabilities in the UK and internationally with over 50 conference presentations in the last 4 years. Professor Hughes has been a keynote speaker and an invited speaker at several major international conferences in the area of behaviour analysis and disability education.

Supervision. Professor Hughes has successfully supervised over 200 MSc dissertations and 12 PhD students. He is currently supervising 6 PhD students.

Publications

2025

  • PublishedAn Evaluation of Secondary School Students’ Use and Understanding of Learning Strategies to Study and Revise for Science Examinations
    Sultana, F., Watkins, R., Al Baghal, T. & Hughes, C., 17 Jan 2025, In: Education Sciences. 15, 101
    Research output: Contribution to journal › Article › peer-review
  • PublishedSupporting young people at risk of school exclusion through Acceptance and Commitment Therapy (ACT) and allied models: A new service model and case study example
    Cogan, O., Gillard, D., Anderson, B., Hopkins, S., Hulson-Jones, A. & Hughes, C., 3 Mar 2025, In: Educational and Child Psychology. 42, 1, p. 94-106 13 p.
    Research output: Contribution to journal › Article › peer-review

2024

  • PublishedCo-designing learning spaces with learners: Lessons from a Welsh primary school classroom
    McQueen, R., Pullen, M., Chapman, S., Hann, S., Beauchamp, G., Crick, T., Davies, O., Hughes, C., Lewis, C. & Owen, K., 28 Mar 2024, In: Wales Journal of Education. Focus on Practice, 4.
    Research output: Contribution to journal › Article › peer-review
  • E-pub ahead of printCollective effort to enhance the quality of research evidence in intellectual and developmental disabilities: a case study of an academic-practice network
    Grindle, C., Roberts-Tyler, E., Denne, L., Sapiets, S., Apanasionok, M., Hughes, C., Hastings, R., Gore, N., Baker, P. & McDowell, C., 29 Apr 2024, (E-pub ahead of print) In: Tizard Learning Disability Review.
    Research output: Contribution to journal › Article › peer-review
  • PublishedWhere Are the Costs? Using an Economic Analysis of Educational Interventions Approach to Improve the Evaluation of a Regional School Improvement Programme
    Tiesteel, E., Watkins, R., Stringer, C., Grigorie, A., Sultana, F. & Hughes, C., 29 Aug 2024, In: Education Sciences. 14, 957
    Research output: Contribution to journal › Article › peer-review

2023

  • PublishedEffects of implementation support on children’s reading outcomes following an online early reading programme: a cluster-randomised controlled trial
    Roberts-Tyler, E., Roberts, S., Watkins, R., Hughes, C., Hastings, R. & Gillespie, D., Sept 2023, In: British Journal of Educational Technology. 54, 5, p. 1373-1396 51 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedInvestigating the impact of the pandemic on children’s, teacher’s and parent’s health and wellbeing in SEN contexts.
    Noone, S., Hulson-Jones, A., Hooper, N., Pegram, J. & Hughes, C., 12 Nov 2023, Welsh Government. 58 p. (Online: Welsh Government)
    Research output: Book/Report › Other report › peer-review
  • PublishedParental technoference and adolescents’ mental health and violent behaviour: a scoping review
    Dixon, D., Sharp, C., Hughes, K. & Hughes, C., 19 Oct 2023, In: BMC Public Health. 23, 1, 13 p., 2053.
    Research output: Contribution to journal › Article › peer-review
  • PublishedReview of the Pupil Development Grant: Final Report
    Tiesteel, E., Hughes, C., Sultana, F., Grigorie, A., Whiteley, H., Edwards, R. T., Lynch, L., Egan, D. & Sibieta, L., 6 Sept 2023, Welsh Government. 152 p.
    Research output: Book/Report › Commissioned report
  • Accepted/In pressThe influence of COVID-19 on the independent study habits of learners
    Sultana, F., Watkins, R. & Hughes, C., 6 Dec 2023, (Accepted/In press)
    Research output: Book/Report › Commissioned report › peer-review
  • PublishedTowards a critical understanding of Wales’ present for future generations
    French, G., Beckett, L., Hughes, C. & Thirsk, G., 15 Jul 2023, Child poverty in Wales: Exploring the Challenges for Schooling Future Generations. Beckett, L. (ed.). University of Wales Press
    Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review
  • PublishedUnderstanding the impact of the Covid-19 pandemic on aspects of literacy provision in schools across Wales.
    Roberts-Tyler, E., Hulson-Jones, A., Tiesteel, E., Sultana, F., May, R. & Hughes, C., 12 Sept 2023, Online: Welsh Government. 158 p.
    Research output: Book/Report › Commissioned report › peer-review

2022

  • PublishedAssessing the range and evidence-base of interventions in a cluster of schools
    Pegram, J., Watkins, R. C., Hoerger, M. & Hughes, C., Apr 2022, In: Review of Education. 10, 1, e3336.
    Research output: Contribution to journal › Article › peer-review
  • PublishedEmotional and behavioural problems of children with autism spectrum disorder attending mainstream schools
    Hastings, S. E., Hastings, R. P., Swales, M. A. & Hughes, J. C., 3 Sept 2022, In: International Journal of Developmental Disabilities. 68, 5, p. 633-640 8 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedFactors From Middle Childhood That Predict Academic Attainment at 15–17 Years in the UK: A Systematic Review
    Williams, M., Clarkson, S., Hastings, R. P., Watkins, R., McTague, P. & Hughes, C., 11 Apr 2022, In: Frontiers in Education. 7, 849765.
    Research output: Contribution to journal › Review article › peer-review
  • PublishedFrom evidence-informed to evidence-based: An evidence building framework for education
    Owen, K., Watkins, R. & Hughes, C., Apr 2022, In: Review of Education. 10, 1, 25 p., e3342.
    Research output: Contribution to journal › Article › peer-review
  • PublishedUniversal delivery of a Dialectical Behaviour Therapy skills programme (DBT STEPS-A) for adolescents in a mainstream school: Feasibility study
    Hastings, S., Swales, M., Hughes, C. & Hastings, R. P., 14 Mar 2022, In: Discover Psychology. 2, 1, 21.
    Research output: Contribution to journal › Article › peer-review

2021

  • PublishedAdapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils
    Evans, C., Toogood, S., Owen-Leeds, S., Dwyfor, L., Jorammanawar, S., Issa, N. & Hughes, C., Sept 2021, In: British Journal of Special Education. 48, 3, p. 369-392
    Research output: Contribution to journal › Article › peer-review
  • PublishedAssessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children
    Owen, K., Hughes, C., Beverley, M. & Watkins, R., 7 Jul 2021, In: Frontiers in Education. 6, 15 p., 681952.
    Research output: Contribution to journal › Article › peer-review
  • PublishedHeadsprout® Early Reading for children with severe intellectual disabilities: a single blind randomised controlled trial
    Grindle, C., Murray, C., Hastings, R., Bailey, T., Forster, H., Taj, S., Paris, A., Lovell, M., Jackson Brown, F. & Hughes, C., Oct 2021, In: Journal of Research in Special Educational Needs. 21, 4, p. 334-344
    Research output: Contribution to journal › Article › peer-review
  • PublishedImplementation Support Improves Outcomes of a Fluency-Based Mathematics Strategy: A Cluster-Randomized Controlled Trial
    Owen, K., Hunter, S., Watkins, R., Payne, J., Bailey, T., Gray, C., Hastings, R. & Hughes, C., 3 Jul 2021, In: Journal of Research on Educational Effectiveness. 14, 3, p. 523-542
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching conventional early reading skills to children with intellectual disabilities in special schools in the UK: a survey of current practices and perceived barriers
    Roberts-Tyler, E. J., Beverley, M., Hughes, J. C. & Hastings, R. P., Aug 2021, In: European Journal of Special Needs Education. 36, 4, p. 485-501 17 p.
    Research output: Contribution to journal › Article › peer-review

2020

  • UnpublishedDatblygu Cynllun Adeiladu Hyder Iaith Gymraeg
    Parry, D., Gruffydd, I., Hughes, L. A. & Hughes, C., 9 Oct 2020, (Unpublished) 82 p.
    Research output: Book/Report › Commissioned report
  • PublishedEvaluating a computer‐based reading programme with children with Intellectual Disabilities: feasibility and pilot research
    Roberts-Tyler, E., Hughes, J. & Hastings, R., Jan 2020, In: Journal of Research in Special Educational Needs. 20, 1, p. 14-26 13 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedGrowing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership
    Griffiths, J., Bamber, S., French, G., Bethan, H., Jones, G., Jones, R. C., Jones, S. W., Maelor, G., Wordsworth, H. J. & Hughes, C., 1 May 2020, In: Wales Journal of Education. 22, 1, p. 209-231 23 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching Children with Autism Reading Comprehension Skills using Online Reading Instruction: Preliminary Evaluation of Headsprout Reading Comprehension
    Grindle, C., University, B., Tyler, E., Saville, M., Hughes, J., Hastings, R. & Jackson Brown, F., Apr 2020, In: Journal of International Special Needs Education. 23, 1, p. 1-12 12 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing an Instructional Fluency Approach to Teach Addition Skills in a Pupil Referral Unit: A Pilot Study
    Owen, K., Watkins, R., Beverley, M. & Hughes, C., 1 Sept 2020, In: Wales Journal of Education. 22, 2, p. 67-97
    Research output: Contribution to journal › Article › peer-review

2019

  • UnpublishedDatblygu Cynllun Adeiladu Hyder yn yr Iaith Gymraeg: Adroddiad ar gyfer Y Ganolfan Dysgu Cymraeg Genedlaethol gan Brifysgol Bangor
    Parry, D., Hughes, L. A., Gruffydd, I. & Hughes, C., 30 Sept 2019, (Unpublished) 121 p.
    Research output: Book/Report › Commissioned report
  • PublishedImplementation Support Improves Outcomes of a SAFMEDS Numeracy Strategy: A Cluster- Randomized Controlled Trial
    Owen, K., Hunter, S., Watkins, R., Payne, J. & Hughes, J., 2019.
    Research output: Contribution to conference › Abstract
  • PublishedThe Collaborative Institute for Education Research, Evidence and Impact: a Case Study in Developing Regional Research Capacity in Wales
    Tyler, E., Watkins, R., Roberts, S., Hoerger, M., Hastings, R., Hulson-Jones, A. & Hughes, J., 1 Mar 2019, In: Wales Journal of Education. 21, 1, p. 89-108 20 p.
    Research output: Contribution to journal › Article › peer-review

2018

  • PublishedEffective or efficacious? Randomization of Precision Teaching support across 63 schools in the context of a SAFMEDS numeracy intervention
    Owen, K., Hunter, S., Payne, J., Watkins, R. & Hughes, J., Sept 2018.
    Research output: Contribution to conference › Abstract
  • PublishedImproving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention: A Randomised Control Trial
    Beverley, M., Hughes, J. C. & Hastings, R., 1 Mar 2018, In: Wales Journal of Education. 20, 1, p. 114-134
    Research output: Contribution to journal › Article › peer-review
  • PublishedIncreasing support staff fluency with the content of Behavior Support Plans: An application of Precision Teaching
    Branch, A., Hastings, R. P., Beverley, M. & Hughes, J. C., Mar 2018, In: Journal of Intellectual and Developmental Disability. 43, 3, p. 213-222 10 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedResearch Note: The Collaborative Institute for Education Research, Evidence and Impact (CIEREI)
    Taylor, E., Watkins, R. C., Roberts, S., Hoerger, M., Hulson-Jones, A., Hughes, J. & Hastings, R., 1 Mar 2018, In: Wales Journal of Education. 20, 1, p. 138-139
    Research output: Contribution to journal › Review article › peer-review
  • PublishedXL-LAN Literacy And Numeracy: End of Pilot Review
    Owen, K., Hughes, C. & Payne, J., 2018, XLP.
    Research output: Other contribution

2017

  • PublishedRe-thinking Educational Attainment and Poverty (REAP) - in Rural Wales
    ap Gruffudd, G., Spencer, L., Payne, J., Wilde, A., Watkins, R., Jones, S., Thomas, E. M., Hughes, C. & O'Connor, B., 1 Nov 2017, Bangor University. 130 p.
    Research output: Book/Report › Commissioned report
  • PublishedUK parents’ beliefs about applied behaviour analysis as an approach to autism education
    Denne, L., Hastings, R. & Hughes, J., Oct 2017, In: European Journal of Special Needs Education. 32, 4, p. 543-555 13 p.
    Research output: Contribution to journal › Article › peer-review

2016

  • PublishedEvaluation of an online reading programme to improve pupils' reading skills in primary schools: Outcomes from two implementation studies
    Watkins, R. C., Hulson-Jones, A., Tyler, E., Hastings, R., Beverley, M. & Hughes, C., 1 Nov 2016, In: Wales Journal of Education. 18, 2, p. 81-104
    Research output: Contribution to journal › Article › peer-review
  • PublishedIncreasing high school students’ maths skills with the use of SAFMEDS class-wide
    Hunter, S., Beverley, M., Parkinson, J. & Hughes, J. C., 2016, In: European Journal of Behavior Analysis. 17, 2, p. 154-165 12 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing SAFMEDS to assist language learners to acquire second language vocabulary
    Beverley, M., Hughes, J. C. & Hastings, R., Nov 2016, In: European Journal of Behavior Analysis. 17, 2, p. 131-141
    Research output: Contribution to journal › Article › peer-review

2015

  • PublishedAssessing competencies in applied behavior analysis for tutors working with children with autism in a school-based setting
    Denne, L. D., Thomas, E., Hastings, R. P. & Hughes, J. C., 28 Sept 2015, In: Research in Autism Spectrum Disorders. 20, p. 67-77
    Research output: Contribution to journal › Article › peer-review
  • PublishedImproving early reading skills for beginning readers using an online programme as supplementary instruction.
    Tyler, E. J., Hughes, J. C., Beverley, M. & Hastings, R. P., 14 Jan 2015, In: European Journal of Psychology of Education. 30, 3, p. 281-294
    Research output: Contribution to journal › Article › peer-review
  • PublishedIn memoriam: C. Fergus Lowe 1946–2014
    Erjavec, M., Horne, P., Hughes, C. & Sharp, C., 17 Sept 2015, In: Journal of Experimental Analysis of Behavior. 104, 2, p. 93-95
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study
    Tyler, E. J., Hughes, J. C., Wilson, M. M., Beverley, M., Hastings, R. & Williams, B. M., 1 Mar 2015, In: Journal of International Special Needs Education. 18, 1, p. 1-11
    Research output: Contribution to journal › Article › peer-review
  • PublishedTranslating evidence-based practice into a comprehensive educational model within an autism-specific special school
    Lambert-Lee, K. A., Jones, R., O'Sullivan, J., Hastings, R. P., Douglas-Cobane, E., Thomas, E. J., Hughes, C. & Griffith, G., 10 Mar 2015, In: British Journal of Special Education. 42, 1, p. 69-86
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing applied behaviour analysis as standard practice in a UK special needs school
    Hoerger, M. L., Philpott, H. P., Walker-Jones, E. M., Foran, D., Hoerger, M., Philpott, H., Jones, E. W., Hughes, J. C. & Morgan, J., 29 Jan 2015, In: British Journal of Special Education. 42, 1, p. 34-52
    Research output: Contribution to journal › Article › peer-review

2014

  • PublishedSAFMEDS cards for effective STEM learning
    Hunter, S. H., Parkinson, J. A., Beverley, M., Hunter, S., Hughes, J. C. & Parkinson, J., 1 May 2014.
    Research output: Contribution to conference › Paper

2013

  • PublishedDefinition and scope for positive behavioural support
    Gore, N. J., McGill, P., Toogood, S., Allen, D., Hughes, J. C., Baker, P., Hastings, R. P., Noone, S. J. & Denne, L. D., 2013, In: International Journal of Positive Behavioural Support. 3, 2, p. 14-23 10 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedDeveloping a core competencies framework for positive behavioural support: issues and recommendations
    Denne, L. D., Noone, S. J., Gore, N. J., Toogood, S., Hughes, J. C., Hastings, R. P., Allen, D., Baker, P. & McGill, P., Sept 2013, In: International Journal of Positive Behavioural Support. 3, 2, p. 24-31 8 p.
    Research output: Contribution to journal › Article › peer-review
  • PublishedEffects of Computer Simulation Training on In Vivo Discrete Trial Teaching
    Eldevik, S., Ondire, I., Hughes, J. C., Grindle, C. F., Randell, T. & Remington, B., 1 Mar 2013, In: Journal of Autism and Developmental Disorders. 43, 3, p. 569-578
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing the toolbox series for literacy with adult struggling readers
    Hulson-Jones, A. L., Hastings, R., Hulson-Jones, A., Hughes, J. C., Hastings, R. P. & Beverley, M., 15 Dec 2013, In: European Journal of Behavior Analysis. 14, 2, p. 349-359
    Research output: Contribution to journal › Article › peer-review

2012

  • PublishedHow and why do parents choose Early Intensive Behavioral Intervention for their young child with Autism?
    Hastings, R., Tzanakaki, P., Grindle, C. F., Hastings, R. P., Hughes, J. C., Kovshoff, H. & Remington, B., 23 Mar 2012, In: Education and Training in Autism and Developmental Disabilities. 47, 1, p. 58-71
    Research output: Contribution to journal › Article › peer-review
  • PublishedOutcomes of a Behavioral Education Model for Children With Autism in a Mainstream School Setting
    Hastings, R., Saville, M. A., Jones, E. W., Grindle, C. F., Hastings, R. P., Saville, M., Hughes, J. C., Huxley, K., Kovshoff, H., Griffith, G. M., Walker-Jones, E., Devonshire, K. & Remington, B., 7 May 2012, In: Behavior Modification. 36, 3, p. 298-319
    Research output: Contribution to journal › Article › peer-review
  • PublishedOutcomes of Behavioral Intervention for Children with Autism in Mainstream Pre-School Settings
    Hastings, R., Eldevik, S., Hastings, R. P., Jahr, E. & Hughes, J. C., 1 Feb 2012, In: Journal of Autism and Developmental Disorders. 42, 2, p. 210-220
    Research output: Contribution to journal › Article › peer-review
  • PublishedParent and group leader refelctions on a group-based programme for parents and babies
    Jones, C., Hutchings, J., Erjavec, M. & Hughes, J., Nov 2012, In: Community Practitioner. 85, 11, p. 26-29
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension.
    Grindle, C. F., Hughes, J. C., Saville, M. & Kurzeja, O., 1 Jan 2012.
    Research output: Contribution to conference › Paper
  • PublishedTeaching children with autism to read using Headsprout Early Reading: Implementation in a Special SchoolSetting.
    Grindle, C. F., Hughes, J. C., Saville, M., Chandler, M. & Youngs, R., 1 Jan 2012.
    Research output: Contribution to conference › Paper
  • PublishedUsing Headsprout Early Reading and Headsprout reading Comprehension with Children with Autism: An update.
    Grindle, C. F., Hughes, J. C., Rapley, F., Tibbals, T., Saville, M., Youngs, R. & Chandler, M., 1 Jan 2012.
    Research output: Contribution to conference › Paper

2011

  • PublishedABA and Diverse Cultural and Linguistic Environments: A Welsh Perspective
    Jones, E. W., Hoerger, M., Hughes, J. C., Williams, B. M., Jones, B., Moseley, Y., Hughes, D. R. & Prys, D., 1 Dec 2011, In: Journal of Behavioral Education. 20, 4, p. 297-305
    Research output: Contribution to journal › Article › peer-review
  • PublishedReinforcer Strength in Transfer of Stimulus Control From Tacts to Mands
    Power, A. & Hughes, J. C., 1 Dec 2011, In: European Journal of Behavior Analysis. 12, 1, p. 289-300
    Research output: Contribution to journal › Article › peer-review
  • PublishedTeaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension
    Grindle, C. F., Hughes, J. C. & Saville, M., 1 Jan 2011.
    Research output: Contribution to conference › Paper

2010

  • PublishedCognitive and adaptive behavior outcomes of behavioral intervention for young children with intellectual disability
    Eldevik, S., Jahr, E., Eikeseth, S., Hastings, R. P. & Hughes, J. C., 1 Jan 2010, In: Behavior Modification. 34, 1, p. 16-34
    Research output: Contribution to journal › Article › peer-review
  • PublishedHeadsprout Early Reading® with children with a diagnosis of Autism
    Grindle, C. F., Hughes, J. C., Huxley, K. & Saville, M., 1 Jan 2010.
    Research output: Contribution to conference › Paper
  • PublishedUsing participant data to extend the evidence base for intensive behavioral intervention for children with Autism.
    Hastings, R., Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S. & Cross, S., 1 Sept 2010, In: American Journal on Intellectual and Developmental Disabilities. 115, 5, p. 381-405
    Research output: Contribution to journal › Article › peer-review

2009

  • PublishedBehavior Analysis in Europe. An update.
    Arntzen, E., Hughes, J. C., Pellon, R. & Moderato, P., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 95-100
    Research output: Contribution to journal › Article › peer-review
  • PublishedBrief report: an evaluation of total communication vs vocal alone for teaching tacts.
    Jones, B. A., Hughes, J. C. & Williams, B. M., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 275-282
    Research output: Contribution to journal › Article › peer-review
  • PublishedEvaluating Headsprout Early Reading with children with English as an Additional Language in a mainstream school.
    Beverley, M. & Hughes, J. C., 1 Jan 2009.
    Research output: Contribution to conference › Paper
  • PublishedIntegrating evidence-based behavioural teaching methods into education for children with Autism.
    Grindle, C. F., Hastings, R. P., Saville, M., Hughes, J. C., Kovshoff, H. & Huxley, K., 1 Dec 2009, In: Educational and Child Psychology. 26, 4, p. 65-81
    Research output: Contribution to journal › Article › peer-review
  • PublishedMeta-analysis of Early Intensive Behavioral Intervention for children with autism.
    Hastings, R., Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S. & Cross, S., 1 May 2009, In: Journal of Clinical Child and Adolescent Psychology. 38, 3, p. 439-450
    Research output: Contribution to journal › Article › peer-review
  • PublishedThe Experimental Analysis of Behaviour Group (EABG) - 2009 meeting.
    Hughes, J. C. & Beverley, M., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 101-102
    Research output: Contribution to journal › Article › peer-review
  • PublishedThe Experimental Analysis of Behaviour Group, London April 6th – 8th 2009, Programme of abstracts
    Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 297-314
    Research output: Contribution to journal › Article › peer-review
  • PublishedWhat’s the probability of that? Using SAFMEDS to increase undergraduate success with statistical concepts.
    Beverley, M., Hughes, J. C. & Hastings, R. P., 1 Jan 2009, In: European Journal of Behavior Analysis. 10, 2, p. 235-248
    Research output: Contribution to journal › Article › peer-review

2008

  • PublishedSammenheng mellom intensitet og effekt av atferdbehandling for barn med autisme.
    Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E. & Eikeseth, S., 1 Jan 2008, In: Norsk Tidsskrift for Atferdsanalyse. 35, 3, p. 121-129
    Research output: Contribution to journal › Article › peer-review
  • PublishedThe Leader Observation Tool (LOT): A process skills treatment fidelity measure for the Incredible Years Parenting Programme.
    Eames, C., Daley, D., Hutchings, J., Hughes, J. C., Jones, K., Martin, P. & Bywater, T.-J., 1 May 2008, In: Child Care Health and Development. 34, 3, p. 391-400
    Research output: Contribution to journal › Article › peer-review

2007

  • PublishedThe Experimental Analysis of Behaviour Group London, April 2nd - 4th, 2007: Programme of abstracts.
    Hughes, J. C., Beverley, M., Beverley, M. (Editor) & Hughes, J. C. (Editor), 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 305-314
    Research output: Contribution to journal › Article › peer-review
  • PublishedThe Experimental Analysis of Behaviour Group, UK and Europe.
    Hughes, J. C., 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 105-107
    Research output: Contribution to journal › Article › peer-review
  • PublishedTraining and certification of behaviour analysts in Europe: Past, present and future challenges.
    Hughes, J. C. & Shook, G. L., 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 239-249
    Research output: Contribution to journal › Article › peer-review
  • PublishedUsing precision teaching to increase the fluency of word reading with problem readers.
    Hughes, J. C., Beverley, M. & Whitehead, J., 1 Jan 2007, In: European Journal of Behavior Analysis. 8, 2, p. 221-238
    Research output: Contribution to journal › Article › peer-review

2006

  • PublishedNaming and categorization in young children. IV. Listener behavior training and transfer of function.
    Horne, P. J., Hughes, J. C. & Lowe, C. F., 1 Mar 2006, In: Journal of the Experimental Analysis of Behavior. 85, 2, p. 247-273
    Research output: Contribution to journal › Article › peer-review

2005

  • PublishedNaming and categorization in young children: III. Vocal tact training and transfer of function.
    Lowe, C. F., Horne, P. J. & Hughes, J. C., 1 Jan 2005, In: Journal of the Experimental Analysis of Behavior. 83, 1, p. 47-65
    Research output: Contribution to journal › Article › peer-review

2001

  • PublishedSafe forms of restraint for children with behaviour that is difficult to manage.
    Hughes, J. C., Berry, H., Allen, D., Hutchings, J. M., Ingram, E. & Tilley, E. F., 1 Jan 2001, 2001 ed. Unknown.
    Research output: Book/Report › Commissioned report

Activities

2023

  • Uwchgynhadledd Ieuenctid ar Iechyd Meddwl

    Mental Health and Wellbeing Summit

    10 Nov 2023

    Activity: Participation in Academic workshop, seminar, course (Participant)

2022

  • Evidence-based practice in schools: What’s really going on?

    BERA Blog

    2022

    Links:

    • https://www.bera.ac.uk/blog/evidence-based-practice-in-schools-whats-really-going-on
    Activity: Types of Public engagement and outreach - Media article or participation (Contributor)

2019

  • 'Introduction to Active Support' Teacher Training Day

    'Introduction to Active Support Teacher Training Day' delivered by Prof. Sandy Toogood; for Antur Waunfawr, Ysgol Hafod Lon and Ysgol Pendalar staff. Facilitated by the School of Education, CEIRIE, CaBan and KESS2; with opening speech delivered by Prof. Carl Hughes. Event was a part of a collaborative PhD project looking into the adaptation of Active Support for SEN school settings. The PhD student, Ceridwen Evans, also organised this event.

    2 Sep 2019

    Activity: Participation in Academic conference (Speaker)

Projects

  • WG 2024-2025 Collaborative Projects (lead = 2671134) - Talk Pedagogy Phase 4

    01/08/2024 – 10/05/2025 (Finished)

  • Wales Collaborative For Learning Design (WCLD) 2024-2025 (LEAD application 2671134)

    01/04/2024 – 15/04/2025 (Finished)

  • WG 2024-2025 Collaborative Projects - NPEP (National Professional Enquiry Project)

    01/04/2024 – 30/05/2025 (Active)

  • Challenging Or Disruptive Behaviour In School Settings And Effective Mitigations.

    01/03/2024 – 30/04/2025 (Finished)

  • Research Project on the Impact and Governance of the Pupil Development Grant (PDG) 2023-24

    01/02/2024 – 15/11/2024 (Finished)

  • Embedding Research and Enquiry in Schools

    01/04/2023 – 17/09/2024 (Finished)

  • National Professional Enquiry Project

    01/04/2023 – 30/04/2024 (Finished)

  • Wales Collaborative for Learning Design (WCLD)

    01/04/2023 – 15/08/2024 (Finished)

  • KESS II MRes with Theatre Clwyd Trust BUK2E087

    01/02/2023 – 31/03/2024 (Finished)

  • A Study of the Variation of Headteacher Roles

    01/11/2022 – 31/05/2023 (Finished)

  • Investigating School Funding in Wales- Understanding The Pupil Development Grant

    01/08/2022 – 30/09/2023 (Finished)

  • National Strategy for Educational Research and Enquiry (NSERE 2022-2023)

    01/04/2022 – 31/03/2024 (Finished)

  • Wales Collaborative for Learning Design (WCLD) 2022-23

    01/04/2022 – 31/03/2024 (Finished)

  • KESS II MRes with GwE - BUK2E067

    01/03/2022 – 31/03/2024 (Finished)

  • Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) - PhD studentship

    01/03/2022 – 15/03/2025 (Finished)

  • TalkPed

    01/01/2022 – 15/04/2025 (Finished)

  • Longitudinal Research on the Impact of the Pandemic on the Education System in Wales and Implications for Recovery: Phase 1-Scoping

    01/10/2021 – 30/09/2024 (Finished)

  • National Professional Enquiry Project NPEP21-22

    01/10/2021 – 31/08/2023 (Finished)

  • Collaborative Working with the HEI Sector in Wales 2021-2022: Evidence Informed Profession Project (EiP21-22)

    01/04/2021 – 01/08/2022 (Finished)

  • Collaborative Working with the HEI Sector in Wales 2021-2022: Multi Agency Support Programme (MASP21-22)

    01/04/2021 – 01/08/2022 (Finished)

  • Criteria 2: National Professional Enquiry Project £68,400

    01/10/2020 – 01/08/2022 (Finished)

  • Criteria 3: ITE Research Studies on impact of Covid-19 £125,000 Research Study 2: The impact of this on learners including disadvantaged learners.

    01/09/2020 – 01/08/2022 (Finished)

  • Criteria 3, Research Study 6: The enhanced importance of parental engagement in education and the home learning environment.

    01/09/2020 – 01/08/2022 (Finished)

  • Criteria 3, Research Study 7: The health and wellbeing of learners and practitioners.

    01/09/2020 – 01/08/2022 (Finished)

  • The Abbey School Model for Exceptional Children: Evaluation of the impact of training and implementation of best evidence education

    01/06/2020 – 31/12/2029 (Active)

  • Teaching early reading skills to adults with intellectual disabilities (READ-IT)

    01/09/2019 – 01/08/2022 (Finished)

  • Towards an individual child attainment model (ICAM) to predict attainment and inform child-driven priorities for secondary schools in Wales. Phase 1

    01/10/2018 – 01/08/2022 (Finished)

  • KESS II Phd with GWE- BUK2126

    01/02/2018 – 31/03/2024 (Finished)

  • PhD project. Assessing the impact of support with the use of SAFMEDS to increase students numeracy skills (RCT).

    01/01/2018 – 01/08/2021 (Finished)

    Description

    CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools.

    Links:

    • http://cierei.bangor.ac.uk/
  • Using the Eusle Experience to Empower Staff to Use Welsh by Changing the Linguistic Habit Context of the Bilingual Workplace.

    01/11/2017 – 31/07/2018 (Finished)

    Description

    CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools.

    Links:

    • http://cierei.bangor.ac.uk/
  • PhD project - Developing a model of a ‘Research & Evaluation cluster’ with the Rhyl Learning Cluster (RLC)

    01/10/2017 – 01/08/2021 (Finished)

    Description

    CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools.

    Links:

    • http://cierei.bangor.ac.uk/
  • GwE-CIEREI Evaluation of Impact Partnership Project

    01/03/2017 – 01/08/2019 (Finished)

    Description

    CIEREI is a collaborative, bilingual, multi-disciplinary institute for the creation of research evidence with the primary aim of positively impacting learning and wellbeing for children through schools.

    Collaboration

    CIEREI is a collaboration between GwE (the Regional School Effectiveness and Improvement Service for North Wales), Bangor University (led by the School of Education and the School of Psychology), and other bodies and institutions with an invested interest in improving educational outcomes and the well being of children.

    Links:

    • http://cierei.bangor.ac.uk/
  • Rhyl Learning Cluster SAFMEDS Numeracy Study

    01/11/2016 – 27/02/2018 (Finished)

    Description

    SAFMEDS-GwE (Say All Fast Minute Every Day Shuffled) is a project to improve pupils basic mathematics fluency skills using an evidence-based teaching strategy.

    The project is a cluster-randomised controlled trial to evaluate the effect of a precision teaching intervention called SAFMEDS (Say All Fast Minute Every Day Shuffled) on the numeracy attainment of pupils in GwE primary schools. SAFMEDS is a teaching intervention that has already been used successfully to improve the numeracy skills of pupils in smaller scale studies in schools in North Wales.

    Links:

    • http://cierei.bangor.ac.uk/
  • KESS II MRes with Horizon- BUK252

    01/10/2016 – 01/08/2022 (Finished)

    Links:

    • http://cierei.bangor.ac.uk/
  • KESS II PhD project with Awyr last BUK260

    01/10/2016 – 01/08/2022 (Finished)

  • NorthWORTS (North Wales Online Reading Trial Study)

    01/10/2016 – 01/08/2019 (Finished)

  • NorthWORTS (North Wales Online Reading Trial Study)

    01/10/2015 – 30/11/2016 (Finished)

    Links:

    • http://cierei.bangor.ac.uk/
  • KTP with Magnox

    31/03/2014 – 13/06/2015 (Finished)

  • Sexuality, autism and young people - Family study (SAY-families)

    01/11/2013 – 31/07/2018 (Finished)

  • Autism Research

    01/08/2009 – 31/12/2015 (Finished)

  • Hc-Outcomes In Early Behavioural Interv.

    01/03/2007 – 03/03/2010 (Finished)

Home

About Us

Academic Schools and Colleges

School of Education

  • Staff
    • Professor Carl Hughes
Home

Follow Us

  • Twitter
  • Facebook
  • Instagram
  • Youtube
  • LinkedIn

Bangor University

Bangor, Gwynedd, LL57 2DG, UK

+44 (0)1248 351151

Contact Us

Visit Us

Maps & Directions

Policy

  • Legal Compliance
  • Modern Slavery Act 2015 Statement
  • Accessibility Statement
  • Privacy and Cookies
  • Welsh Language Policy
Map

Bangor University is a Registered Charity: No. 1141565

© 2020 Bangor University