Educational Progress With Children Who Have Intellectual Disabilities Essay

During the 1950s, people who had a disability had two options of housing which included living with their families or living in an institution. However, families did not receive much support since most public welfare services were used towards institutional care, such as mental hospitals and orphanages. Throughout the 1960s there were movements to deinstitutionalize, which at that time basically led to smaller institutions. The 1970s allowed for even smaller community-based residential services that were typically designed for not more than 12 people that were similar in terms of age, independence, or ability. Even though different funding was available, many standards were violated in most of the institutions. Throughout the 70s there were movements to close state institutions and provide more community residential services as well as family support. During the 1980s groundwork for families was laid to expand their control of the nature of the support they received and more options were available to help out with living outside an institution. People with developmental disabilities began to gain increased support to having homes of their own during the 1990s and funded had dramatically increased to over $735 for family support programs in 1998. In 2001 the federal government began a new freedom initiative to “remove barriers to community living for people of all ages with disabilities and long-term illness.” In 2011 the decision that the isolation of people with

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

In the United States today, there are over fifty-one million disabled adults and children. Throughout our nation’s history, we have not allowed the best treatment and care for these numerous citizens. But, in the recent past, the government has passed laws, made exceptions, and thoroughly tried to provide accommodations to these people with special needs. While this is true, America, as a whole, still views this group as strange or different. Even though this is exceptionally normal, it is not correct. The United States needs to be opened up to the truth about their fellow American citizens. The people of America ought to understand that these disabilities affect not only those who are disabled, but that it affects the family and friends

     When a child doesn’t seem to be learning, some teachers and parents in his/her life might criticize the child and think of them as stupid, or maybe just too lazy to want to learn. What they don’t realize is that the child might have a learning disability. But how are these children being helped? There are many programs, special schools and facilities, home teaching methods and many other ways in which children with Learning Disabilities are being helped.

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

The word ‘ethics’ refers to moral rules or principles of behaviour for deciding what is right and wrong. As a behaviour analysts, our participants are often at-risk or vulnerable so that we may meet the situation which could cause special ethical problems (Brodhead & Higbee, 2012). Although the Behavior Analysis Certification Board (BACB) has created guidelines for dealing with ethical dilemmas, some scenarios could not fit to those guidelines. How to make a right decision for children with autism is the most important issue for behaviour analysts. In 1988, the article The Right to Effective Behavioral Treatment by Van Houten et al. had provided that recipients of ABA services have the right to:

The treatment produced replicable suppression of behavior problems across four disabled children. The results were reliable with the hypothesis, which states that some child problem behaviors are seen as nonverbal means of communication. The study consisted of two females and two males. Two of the individuals have brain damage, one is

Researchers have stated that PBS is highly influenced by ABA. The current controversy surrounding PBS is the ramification of PBS separating from ABA. Some behaviorists believe that PBS and ABA are the same. However, others feel that PBS is harmful to the ABA approach. The development of PBS was bolstered during the 1980’s to 1990’s by the US Department of Education National Institute on Disability and Rehabilitation Research. The PBS movement increased with the Re-authorization of Individuals with Disabilities Act in 1997. PBS focuses on disciplinary problems in school, such as, severe behavior problems (self-injurious behavior, aggression, defiance) and works with variety of populations, such as Autism, Preschool, and Traumatic Brain Injury.

…“Children with disabilities should be educated in the most open and normal environment possible (the least restrictive environment); when needed, evaluations, diagnose, and treatments should be done without stigmatization and discrimination.”… (Pg. 176)

My name is Rachel Pankin and I am an undergraduate at George Mason University studying Developmental Psychology and Applied Behavioural Analysis. This paper is an analysis and comparative of ADHD with Autism and Oppositional Defiant Disorder, along with in-depth analysis of the IRIS Modules Perceptions of Disability and Classroom Management: Learning the Components of a Comprehensive Behavior Management Plan, and the documentary “Medicating Kids” by PBS. I chose this specific assignment based on my own experience with ADHD, and the desire to better understand the disorder.

The use of physical restraint as a treatment strategy to reduce aggressive behavior among individuals with ASD is common in the field of ABA. However, looking in from the outside, many may believe that this type of intervention is unethical or unconventional. Therefore, there are many ethical issues that arise as a result with such a controversial treatment strategy. According to Patterson (2003), restraint is defined as “being held against active resistance.” Some examples of physical restraint include, but are not limited to: basket hold (locking the individual’s elbows and holding them at the forearm, 5-person stabilization hold (having 5 individuals hold down the limbs of another individual), and the hands down procedure (placing your arms over the individuals arms from behind them). Many professionals struggle with justifying physical restraint both in and outside of the field of ABA. Although there is much research that suggests that physical restraint can be an affective way to reduce problem behavior among individuals with ASD, as well as reduce the physical harms their behavior can pose to caregivers, there is also research that suggests these types of interventions are dangerous and have been abused by professionals in the past. The topic of whether or not the use of physical restraint should be used as a consequence has been passionately debated among professionals for years (Collier &

Living with disabilities on a daily basis can be more difficult then some realize. Many people who are born with developmental disabilities start their education and therapy at a very young age and there are also those people who have been diagnosed with a disability sometime during their lifetime. But what is there for them to do once they have graduated from high school or are told they are too old to continue in a regular school or they are simply told they aren’t accepted in the “normal” community? In all reality there really

The research theory that the direction of causation between child and adult behavior is a two-way street can cause the parents to change the behaviors of the child and the child can change the behaviors of the parent. Additionally, research has shown parents of children with disabilities are very adapt at adjusting their interactions with their children to maximize positive development. Research has proven the purpose of early intervention is not to train the parents but to develop the parent-child relationship.

The importance of education for all children, especially for those with disability and with limited social and economic opportunities, is indisputable. Indeed, the special education system allowed children with disability increased access to public education. Apart from that, the special education system has provided for them an effective framework for their education, and for the institutions involved to identify children with disability sooner. In turn, this promotes greater inclusion of children with disability alongside their nondisabled peers. In spite of these advances however, many obstacles remain, including delays in providing services for children with disability, as well as regulatory and

Along with many other topics of special education, the topic of inclusion has been surrounded by uncertainty and controversy for as long as the concept has been around.