Title

Ethical Considerations for Behavioral Support: Least Intrusive Planning

First Presenter's Institution

University of Wisconsin-Eau Claire

Second Presenter's Institution

University of Georgia

Third Presenter's Institution

University of Wisconsin-Eau Claire

Fourth Presenter's Institution

na

Fifth Presenter's Institution

na

Location

Scarbrough 1

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

This presentation will address Special Education practices and the development of Caring curriculum

Brief Program Description

This interactive presentation will identify and describe the Four Levels of intervention planning for behavioral support. Participants will:

1. learn the levels of support/intrusiveness

2.Identify examples of each in their practice

3.Learn to apply "least intrusive" decision making to ethically support learners

Summary

Students at-risk for social and academic difficulties can be described as exhibiting excessive, externalizing behaviors such as off-task, noncompliance and aggression, and/or internalizing characteristics e.g., anxiety, withdrawal from others. Also, low achievement and social skills deficits are predictive of each other. Practitioners in the filed are often presented with such behaviors. All too often the response to programming for these has been a "reactive approach" rather than a "proactive" approach. Often this "reactive approach" leads to the use of interventions that are intrusive and controlling and that do not teach alternative pro-social behaviors to learners. This presentation will describe a four level intervention model that will assist participants in developing a proactive stance for developing interventions. These include: Level 1, differential reinforcement, Level 2, extinction, Level 3, response cost, and Level 4, punishment.Multiple examples of each level will be provided drawing upon the extensive experiences of the presenters in schools, clinical programs, and community-based settings. The presentation will provide an opportunity for participants to evaluate the approaches they employ and move toward more proactive interventions in their practice.

Evidence

This presentation is based upon extensive literature addressing appropriate use of data-based procedures with people. Two of the most frequently cited sources for this information include:

Alberto, P., and Troutman, A. (2014) Applied behavior analysis for teachers. (9th Ed.) Pearson.

Cooper, J.O., Heron, T.E., and Heward, W.L. (2007) Applied behavior analysis. Pearson

Format

Individual Presentation

Biographical Sketch

J. Todd Stephens has been involved in the field of Special Education for over thirty years. During this time has has been a classroom teacher, community behavior consultant, clinical psychologist and teacher preparation faculty member. Dr. Stephens has presented regionally, nationally, and internationally.

Tom J. Clees has been active in the field for over thirty years. He brings extensive clinical, school-based and community experiences to his work at the University of Georgia. Dr. Clees has presented regionally, nationally, and internationally.

Angela Dalhoe earned her Ph.D. in Special Education from Michigan State University. She is currently an associate professor in her 10th year at the University of WI-Eau Claire. Prior to teaching in higher education, she taught high school special education in both Wisconsin and Minnesota. Her interests include intellectual disabilities, students at risk and secondary transition.

Keyword Descriptors

behavioral support, special education, best practices

Presentation Year

2018

Start Date

3-6-2018 2:45 PM

End Date

3-6-2018 4:00 PM

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Mar 6th, 2:45 PM Mar 6th, 4:00 PM

Ethical Considerations for Behavioral Support: Least Intrusive Planning

Scarbrough 1

This interactive presentation will identify and describe the Four Levels of intervention planning for behavioral support. Participants will:

1. learn the levels of support/intrusiveness

2.Identify examples of each in their practice

3.Learn to apply "least intrusive" decision making to ethically support learners