在行为支持计划的制定中包括有重大支持需求的学生

Holly N. Johnson, Megan E. Carpenter, Amanda M. Borosh, Rebecca Folkerts
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引用次数: 0

摘要

与没有残疾的同龄人相比,有重大支持需求(SSN)的学生往往更容易表现出具有挑战性的行为。因此,从事这些行为的学生接受全纳教育的机会较少,与教育工作者的关系紧张,接触侵犯性和有害做法(例如,约束和隔离)的可能性增加,从而为使用有效的行为干预提供了更多支持。虽然研究表明,基于功能的干预在解决挑战性行为方面更有效,这些实践应该对从事挑战性行为的SSN实施,但不幸的是,这些支持通常是在没有学生参与的情况下计划的。所有学生,包括那些有社会保障号的学生,都应该参与选择和设计他们所得到的支持。因此,本文的目的是为教育工作者提供在功能行为评估过程中包括学生声音的策略,以及在为SSN学生制定行为支持计划时的策略。我们详细描述了以下方法:(a)在间接评估访谈过程中收集学生的输入,(b)管理直接偏好评估,以及(c)增加有SSN的学生使用这些方法的可及性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Including Students With Significant Support Needs in the Development of Behavior Support Plans
Students with significant support needs (SSN) are often at an increased risk of demonstrating challenging behaviors compared with their peers without disabilities. As a result, students engaging in these behaviors typically experience fewer opportunities for inclusive education, strained relationships with educators, and increased likelihood of exposure to intrusive and harmful practices (e.g., restraint and seclusion), thus providing increased support for the use of effective behavioral interventions. Although research has shown that function-based interventions are more effective in addressing challenging behavior and these practices should be implemented for SSN who engage in challenging behavior, unfortunately these supports are often planned without involvement from the student. All students, including those with SSN, should have input in the selection and design of the supports they receive. Therefore, the purpose of this article is to provide educators with strategies for including student voice in the functional behavior assessment process and when developing a behavior support plan for students with SSN. We describe in detail methods for (a) gathering student input during the indirect assessment interview process, (b) administering direct preference assessments, and (c) increasing accessibility of these methods for students with SSN.
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