Effect of Behavioural Interventions on Academic Achievement of Neurodivergent Students in Imo State

Abstract

Inclusive education in Nigeria faces challenges of limited resources and insufficient behavioural interventions for neurodivergent learners such as those with dyspraxia and intellectual and developmental disorders (IDD). This study examined the effect of three behavioural strategies on their academic achievement in Imo State. The population comprised 428 neurodivergent students in 15 special and inclusive schools, from which 90 were purposively sampled. Participants were grouped into 30 students with dyspraxia taught with a task-oriented strategy, 30 with IDD taught using Applied Behaviour Analysis (ABA), and 30 with both conditions taught through Task Analysis (step-by-step learning). A researcher-developed Academic Achievement Test (AAT), validated by experts with a KR-20 reliability coefficient of 0.82, served as the instrument. Using a quasi-experimental pre-test, post-test non-equivalent design, data were collected and analyzed with mean, standard deviation, and ANCOVA. Results showed significant improvement across groups: dyspraxia (13.44–23.40), IDD (11.64–23.45), and dyspraxia + IDD (10.17–24.72). ANCOVA revealed significant group effects (F = 32.203, p < .05, partial η2 = 0.428), with Task Analysis producing the highest gains, followed by ABA, and task-oriented methods being least effective. The study concluded that structured behavioural interventions enhance the achievement of neurodivergent learners, especially when step-by-step methods are applied. It recommends prioritizing Task Analysis for students with combined dyspraxia and IDD, integrating ABA for students with IDD, and blending task-oriented routines with structured strategies for dyspraxia learners.