The utility of capable environments in a special educational setting: a primary level exploration

Purpose This study aims to evaluate the impact of the capable environments (CE) framework on the quality of universal supports in a UK specialist school for students with intellectual and developmental disabilities (IDD). A secondary aim was to assess changes in staff attributions towards behaviours that challenge and their perceptions of occupational burnout. Design/methodology/approach A multiple probe design was used across three classrooms (n = 13). Staff received behavioural skills training (BST) across three CE domains. Pre- and post-intervention assessments were conducted using the Challenging Behaviour Attributions Scale – Short Form (CHABA) and the Maslach Burnout Inventory (MBI). Findings The study found improvements in CE scores across all three classrooms, including in domains not directly targeted by the intervention. Participants rated the intervention as socially valid. Significant improvements were observed on two CHABA subscales, suggesting positive changes in staff attributions. However, no significant changes were noted on any of the MBI subscales related to occupational burnout. Originality/value To the best of the authors’ knowledge, this study is the first to evaluate the CE framework within a specialist school setting. The findings provide preliminary evidence supporting CE as a viable and socially valid framework for enhancing universal support practices in educational environments for students with IDD.