You Have Just Been Assigned A New Student With Autism

You Have Just Been Assigned A New Student With Autism Who Engages I

You have just been assigned a new student with Autism who exhibits challenging behaviors, including screaming, hitting, and kicking other students, to the extent that the classroom routine is disrupted. The principal has informed you that the student will be your responsibility. You are required to develop a comprehensive positive behavioral support plan, which should include conducting a functional behavior assessment (FBA), identifying necessary hypothetical conditions for the plan’s success, and establishing collaboration with the general education teacher, since the student spends 90% of the time in a general education setting and 10% in your special education classroom. Additionally, you need to identify and describe all parts of an Individualized Education Program (IEP).

Furthermore, select the disability of your choice from the following options: mental retardation, specific learning disabilities, emotional/behavioral disorders, or autism. For the selected disability, provide definitions, etiology, characteristics, prevalence, identification methods, and best practices. Also, give an overview of the history of special education from the early 1970s to the present, including laws, litigation, and key events that have shaped the field. Highlight one current issue significantly impacting special education and discuss how it might change the future of the field. The response should exclude references to Itard.

Design a section explaining the difference between formal and informal assessments, including the legal requirements for assessments as specified by IDEA. Identify and explain three laws that guarantee educational and civil rights for students and adults with disabilities, including their main principles, how they guarantee civil rights, and concrete examples of each law.

For students with a reading disability who also exhibit behavioral difficulties, write a statement of present level performance and three goals for the upcoming school year—two instructional and one behavioral. For each goal, include two short-term objectives.

Discuss the eligibility criteria for the categories of learning disabilities, intellectual disabilities (mental retardation), emotional/behavioral disorders, and autism, covering legal definitions, assessment data, controversial issues, and mandated criteria. Then, compare special education requirements under IDEA with Section 504 requirements, detailing major differences.

Address the ineffectiveness and problems associated with using punishment to manage behavioral disorders, identifying three major issues with this approach. Additionally, define formal and informal assessments, providing examples for each, including categories like norm-referenced tests, competency-based assessments, teacher-made tests, and criterion-referenced tests.

Explain the physiological processes essential for sound production, and describe three key characteristics of autism spectrum disorder. When developing language intervention programs for children with autism, consider and explain factors influencing program choice.

Outline the steps involved in conducting a Functional Behavior Assessment: gathering indirect and direct data, analyzing data, hypothesizing the function of behaviors, developing a positive behavior support plan (PBSP), and monitoring and adjusting the plan as necessary.

Finally, review contributions from notable psychologists, identifying at least three theorists whose ideas will not pass on to future psychology and providing reasons why. Conversely, select two theorists whose ideas are likely to have a lasting influence, explaining your reasoning.

Paper For Above instruction

Developing an effective Positive Behavioral Support Plan for a student with Autism exhibiting severe disruptive behaviors requires a comprehensive understanding of behavioral functions, collaborative strategies, and tailored interventions. The goal is to promote positive behaviors and minimize disruptions, facilitating the student's successful integration within the classroom and the wider school environment.

Understanding the student's behaviors begins with conducting a thorough Functional Behavior Assessment (FBA). The FBA is a systematic process that involves gathering data through indirect methods (interviews, questionnaires) and direct observations. The purpose is to identify antecedents, behaviors, and consequences—collectively known as the ABCs—to determine the function of the behaviors. For example, the student may engage in screaming or hitting to escape a non-preferred activity or gain attention. Analyzing this data helps formulate hypotheses about why the behaviors occur, such as seeking sensory stimulation or avoiding demands.

Once the behaviors' functions are hypothesized, a positive behavior support plan can be constructed. This plan should include preventative strategies such as modifying the classroom environment, establishing clear expectations, and teaching functional communication to replace challenging behaviors. For instance, providing the student with alternative ways to express frustration can reduce yelling and hitting. Reinforcement strategies are also crucial—praising and rewarding appropriate behaviors to increase their occurrence.

In terms of collaboration, the general education teacher's role is vital because the student spends most of their time in the general classroom. Effective collaboration involves sharing assessment data, jointly developing behavioral goals, and implementing consistent strategies across settings. Regular communication and joint sessions can ensure that interventions are reinforced schoolwide, reducing confusion and fostering consistency. For example, if the student is taught to use a picture exchange communication system (PECS) for requesting, both teachers must reinforce this consistently.

For the plan's success, it is essential to include all parts of the IEP. These include present levels of performance, measurable annual goals, short-term objectives, services and accommodations, assessment modifications, and behavioral supports. The IEP must also specify how progress will be measured, ensuring accountability and continuous improvement.

Regarding the choice of intervention for autism, factors such as the individual child's needs, age, communication abilities, sensory sensitivities, and family preferences should influence program selection. Evidence-based practices—such as applied behavior analysis (ABA), social skills training, and visual supports—are recommended. Tailoring interventions ensures relevancy and effectiveness, accommodating the child's unique profile and promoting meaningful development.

Addressing the broader context, an understanding of the history of special education illuminates the evolution from exclusion and minimal rights to inclusive practices and legal protections. Landmark laws such as the Education for All Handicapped Children Act of 1975 (now IDEA) set the stage for civil rights in education. Litigation cases like Mills v. Board of Education (1972) further established the right to free and appropriate public education for students with disabilities. Recent legislation, including the Every Student Succeeds Act (ESSA), emphasizes accountability, equity, and inclusive practices.

An ongoing issue impacting the field is the implementation of universal early screening and intervention programs. Early detection influences outcomes significantly but faces barriers such as limited funding, disparities in access, and variability in screening practices. Advancements in neuroscience and technology could improve early prediction, leading to earlier intervention and better prognosis. Future policies may focus on integrating universal screening programs into standard educational procedures, thus transforming early childhood special education.

Assessment in special education involves both formal and informal methods. Formal assessments include standardized tests like the Wechsler Intelligence Scale for Children (WISC) for cognitive ability, and the Woodcock-Johnson Tests for academic achievement. Informal assessments involve techniques like observations, checklists, and curriculum-based assessments. Both are vital for a comprehensive understanding of a student’s needs, helping develop personalized educational plans.

Legal requirements for assessments under IDEA mandate that assessments be non-discriminatory, multifaceted, and conducted using appropriate tools administered by qualified personnel. The assessment process must consider the student's cultural and language background and include multiple data sources—formal tests, observations, and input from parents and teachers.

Legal protections for students with disabilities include the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and Section 504 of the Rehabilitation Act. IDEA emphasizes Free Appropriate Public Education (FAPE) and individualized planning through IEPs. ADA prohibits discrimination based on disability, requiring reasonable accommodations in all areas of public life. Section 504 guarantees civil rights and prohibits discrimination in programs receiving federal funding, ensuring access and participation.

For students with reading disabilities and behavioral challenges, a present levels statement should detail current academic performance, behavioral incidents, and social interactions. Goals might include improving reading proficiency (e.g., decoding and fluency), increasing on-task behavior, and reducing aggressive outbursts. Objectives should specify measurable benchmarks, such as increasing reading comprehension test scores by a specific percentage or decreasing behavioral incidents by a set number over a term.

Eligibility criteria vary among disability categories. For learning disabilities, criteria include unexpected academic underachievement and discrepancies between ability and achievement. Intellectual disabilities require deficits in intellectual functioning and adaptive behavior, confirmed through standardized tests. Emotional/behavioral disorders involve persistent inappropriate behaviors, with assessments including behavioral rating scales. Autism spectrum disorder requires deficits in social communication and repetitive behaviors, confirmed through developmental history and observational assessments.

The differences between IDEA and Section 504 involve scope and requirements. IDEA mandates special education services based on eligibility for specific categories and includes annual goals, services, and modifications. Section 504 provides broader protections against discrimination but does not require IEPs—accommodations are usually documented in 504 plans. Both aim to ensure access and opportunity but differ in procedural rigor and scope.

Punishment, such as suspension or expulsion, is ineffective and problematic for students with behavioral disorders because it can exacerbate feelings of rejection and failure, does not address underlying causes, and may violate students’ rights under IDEA and other laws. Problems include potential development of resentment, increased aggression, and legal violations related to due process.

Assessments are pivotal for eligibility and planning. Formal assessments include standardized tests such as norm-referenced and criterion-referenced assessments, providing quantitative data. Informal assessments involve observations, portfolio assessments, and curriculum-based measurements, offering qualitative insights and contextual understanding of student behavior and performance.

The physiological processes for sound production involve the coordinated activity of the respiratory system, vocal folds, and articulators such as the tongue and lips. These components work together to generate, modulate, and articulate sound waves, enabling speech.

Three core characteristics of autism spectrum disorder include: persistent deficits in social communication and social interaction; restricted, repetitive patterns of behavior, interests, or activities; and sensory sensitivities, such as aversion to certain sounds or textures. These traits influence intervention strategies, emphasizing social skills training, sensory integration, and individualized behavioral supports.

Choosing effective language intervention programs for children with autism involves considering the child's communication skills, sensory sensitivities, age, and family preferences. Factors include the use of augmentative and alternative communication (AAC) systems, speech therapy approaches, and social communication strategies tailored to individual needs.

The steps to conducting a Functional Behavior Assessment include: collecting indirect data through interviews and questionnaires; gathering direct observational data; analyzing data to identify behavioral patterns; hypothesizing functions of behaviors; developing a positive behavior support plan; and monitoring progress, making adjustments as necessary to enhance effectiveness.

Regarding the legacy of psychologists, thinkers such as Jean Piaget, B.F. Skinner, and Sigmund Freud have significantly influenced psychology’s development. However, some perspectives from Freud, especially his psychoanalytic methods, are considered less applicable to current scientific approaches due to lack of empirical support and overemphasis on unconscious drives. Conversely, cognitive-behavioral theories, shaped by Piaget and Skinner, are likely to remain influential because of their empirical basis, practicality, and applicability to diverse settings.

References

• Holcomb, T. K., et al. (2020). Developmental disorders and their assessment. Journal of Special Education, 54(3), 123-135.
• National Association of Special Education Teachers (NASET). (2019). Positive behavior intervention strategies for students with autism. NASET Publications.
• Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
• U.S. Department of Education. (2020). A guide to the Individuals with Disabilities Education Act.
• Sigal, M., et al. (2018). Assessment and identification of learning disabilities. Learning Disabilities Research & Practice, 33(2), 89-98.
• Grosser, R., & Rothbart, M. K. (2007). Assessment of behavioral interventions in special education. Journal of Educational Psychology, 45(4), 228-242.
• Reichow, B., et al. (2019). Evidence-based practices for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 49, 2414-2432.
• Smith, T. (2017). Early diagnosis and intervention advances in autism. Journal of Developmental & Behavioral Pediatrics, 38(7), 507-515.
• Hallahan, D. P., et al. (2019). Exceptional learners: An introduction to special education. Pearson.
• Roberts, L., & Anderson, P. (2021). The evolution of special education legislation. Educational Review, 73(2), 174-189.