Contribution to Book
Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment
Supporting the Education of Children with Autism Spectrum Disorders
(2017)
Abstract
Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.
Keywords
- Autism,
- Applied Behavior Analysis,
- ABA,
- Inclusive Classroom Settings
Disciplines
Publication Date
January 1, 2017
Editor
Yefim Kats (Chestnut Hill College, USA)
DOI
10.4018/978-1-5225-0816-8.ch007
Citation Information
Lina Gilic and Michelle Chamblin. "Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment" Supporting the Education of Children with Autism Spectrum Disorders (2017) p. 116 - 138 Available at: http://works.bepress.com/michelle-chamblin/6/