Workshop
Description:
Inclusion and the provision of appropriate educational experiences
for children with autism or other developmental disabilities and
challenging behaviors is an incredibly complex requirement for
many academic settings. Questions such as how does one define
"inclusion" and approach the process of including a
student with behavioral challenges into a classroom filled with
other children, face professionals, administrators and parents
every day. Moreover, in light of the reauthorization of the Individuals
with Disabilities Education Act (IDEA), academic personnel are
routinely asked to provide a level of behavioral support, which
potentially exceeds their expertise.
IDEA mandates that schools conduct functional behavioral assessments
and develop positive behavioral support plans that are steeped
in applied behavioral analysis. This workshop will present a multi-factor
model that addresses the difficulties of assessing a student's
behavior from a functional behavioral perspective as well as the
many variables that affect a classroom staff's ability to implement
such plans. It is not simple enough to write an intervention.
Issues such as behavioral competence, programmatic and administrative
support, staff burnout and environmental structure are all critical
variables that must be addressed before any support plan can be
successfully implemented. Finally, understanding the academic
staff as "the true experts" on the student's behavior
and ultimately the ones who hold the responsibility for programming
will be presented as crucial variables to acknowledge in the quest
for a treatment approach that meets the complex behavioral needs
of children with Autism and other Developmental Disabilities.
Last update:
April 4, 2005
