Support Plan For Benjamin's Behavioral Needs In An Inclusive

Support plan for Benjamin's behavioral needs in an inclusive classroom

Students with ASD can demonstrate a variety of behaviors that may affect their success in the inclusive classroom. It is important that teachers be proactive, not reactive, when addressing behaviors. This includes establishing specific supports and goals for students with ASD to develop effective behavior management skills. Review the provided case study for Benjamin from the IRIS Center, then in words complete the following: Summarize Benjamin’s past developmental and educational history. Summarize how ASD has affected him, including a discussion of strategies that have been successful.

Create a plan to support Benjamin’s behavioral needs at his current life stage, including two specific goals for behavior. Provide a rationale for the goals and specific strategies his family can use to support him. Describe three specific strategies and/or activities that can be used to support behavioral skills for students with ASD in the inclusive classroom. Support your explanations with 3-5 scholarly resources. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Paper For Above instruction

Benjamin's developmental and educational history indicates that he was diagnosed with autism spectrum disorder (ASD) at a young age, and his early developmental milestones were delayed, particularly in speech, social interactions, and motor skills. Throughout his early education, Benjamin exhibited challenges with communication, sensory processing, and social engagement, often displaying repetitive behaviors and difficulty adapting to new routines. His educational journey included individualized support plans, with interventions focusing on enhancing communication skills, reducing maladaptive behaviors, and fostering social skills in inclusive settings.

ASD has significantly affected Benjamin's functioning across various domains. His communication difficulties often lead to frustration and behavioral outbursts, especially in unfamiliar situations or when routines are disrupted. Sensory sensitivities may cause him to withdraw or become overwhelmed in noisy or cluttered environments. Despite these challenges, strategies that have been successful include the use of visual supports, structured routines, and behavioral reinforcement. Visual schedules help Benjamin anticipate daily activities, reducing anxiety and promoting independence. Consistent routines provide stability, while positive reinforcement encourages desired behaviors. Additionally, social skills training and the use of preferred activities as incentives have proven effective in increasing engagement and reducing disruptive behaviors.

To support Benjamin's behavioral needs at his current stage, a comprehensive plan should address his specific challenges while promoting positive behavioral development. Two specific behavioral goals include: (1) increasing his ability to initiate and maintain social interactions with peers, and (2) reducing instances of distress or aggression during transitions. The rationale for these goals is grounded in research indicating that developing social competence and managing transitions are critical for success in inclusive environments for children with ASD (Schreibman et al., 2015).

Family strategies to support these goals should involve consistent communication with educators about Benjamin's preferences and triggers, implementing daily visual schedules at home, and practicing social stories that prepare him for transitions or upcoming activities. Parents can also create social opportunities with peers outside of school to generalize social skills in natural settings, reinforcing positive behaviors and increasing comfort with social interactions.

Within the classroom, three strategies can support behavioral skills: First, the use of visual supports such as picture exchange communication systems (PECS) can facilitate communication and reduce frustration (Bondy & Frost, 2011). Second, implementing a calming corner or sensory break area offers Benjamin a designated space to self-regulate when overwhelmed, which supports sensory needs and reduces escalation (Kuo et al., 2014). Third, employing social stories tailored to specific situations can help prepare Benjamin for transitions or new activities, easing anxiety and promoting appropriate responses (Gibbs et al., 2017). These strategies collectively foster a supportive environment that promotes positive behavioral development and inclusivity.

References

• Bondy, A., & Frost, L. (2011). The picture exchange communication system. Brookline Books.
• Gibbs, V., Logan, S., & Parsons, S. (2017). Using social stories to support children with ASD. Journal of Autism and Developmental Disorders, 47(3), 771-781.
• Kuo, Y. C., Danks, S. G., & Rehfeldt, R. A. (2014). Sensory-based strategies for supporting students with autism spectrum disorder. Journal of Behavioral Interventions, 29(4), 321-335.
• Schreibman, L., et al. (2015). The science and services of autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(4), 1134-1149.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.