A Model for Addressing Crisis Behavior in Youth With Autism Spectrum Disorder Within a Functional and Contextual Framework

2020 ◽  
pp. 386-407
Author(s):  
Bryan H. King ◽  
Agnieszka Rynkiewicz ◽  
Małgorzata Janas-Kozik ◽  
Marta Tyszkiewicz-Nwafor
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Management ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Behavior Intervention Plan ◽  
Intervention Plan ◽  
Contextual Framework ◽  
Multiple Issues ◽  
Crisis Behavior

This chapter provides a model that extends the current resources available for crisis behavior assessment and intervention for youth with autism spectrum disorder (ASD) and co-occurring psychiatric conditions who are in crisis stabilization settings. Visual diagrams and intervention materials incorporated into this chapter illustrate the use of both preventative and responsive behavior management strategies that can be implemented in a time of crisis to stabilize and treat the psychiatric patient with ASD. The chapter begins with a review of a contextual method for evaluating and understanding the function of the presenting crisis behavior by considering the multiple issues that can underlie the crisis presentation. Working from this contextual model, the chapter then provides a blueprint for implementing intervention strategies to address crisis behaviors. This includes a table illustrating key elements to consider when developing a behavior intervention plan for dissemination and generalization.

Behavior Intervention Plan Survey

2012 ◽  
Author(s):  
Clayton R. Cook ◽  
G. Roy Mayer ◽  
Diana Browning Wright ◽  
Bonnie Kraemer ◽  
Michele D. Wallace ◽  
...  
Keyword(s):  
Behavior Intervention ◽  
Behavior Intervention Plan ◽  
Intervention Plan

The Virtual Individual Education Plan (IEP) Team

2011 ◽  
Vol 7 (1) ◽  
pp. 30-46 ◽  
Author(s):  
Robyn M. Catagnus ◽  
Donald A. Hantula
Keyword(s):  
Private School ◽  
User Satisfaction ◽  
Student Behavior ◽  
Behavior Intervention ◽  
Behavior Intervention Plan ◽  
Education Professionals ◽  
Professional Educators ◽  
Barriers To Change ◽  
Intervention Plan ◽  
Iep Team

A team of professional educators in a private school for children with disabilities (a Virtual IEP Team) used an online platform to collaborate and produce a behavior intervention plan for a student. The collaboration was effective and efficient; the plan was produced in 9 days, rather than the customary 3-6 weeks. Qualitative data yielded four major themes: beneficial augmentation, reflective practice, barriers to change, and improved interactions. Quantitative results showed that although end user satisfaction was moderate, they produced a successful behavior intervention plan that showed positive changes in both the teacher and student behavior. An increase of in-person staff discussion as a result of online dialogue was a unique finding in this study warranting further investigation. Now that federal (U.S.) education law has changed to allow technologically mediated IEP meetings, the Virtual IEP Team may serve as a model for more efficient use of education professionals’ time.

The Virtual Individual Education Plan (IEP) Team

2012 ◽  
pp. 30-45
Author(s):  
Robyn M. Catagnus ◽  
Donald A. Hantula
Keyword(s):  
Private School ◽  
User Satisfaction ◽  
Behavior Intervention ◽  
Individual Education Plan ◽  
Behavior Intervention Plan ◽  
Education Professionals ◽  
Professional Educators ◽  
Barriers To Change ◽  
Intervention Plan ◽  
Iep Team

A team of professional educators in a private school for children with disabilities (a Virtual IEP Team) used an online platform to collaborate and produce a behavior intervention plan for a student. The collaboration was effective and efficient; the plan was produced in 9 days, rather than the customary 3-6 weeks. Qualitative data yielded four major themes: beneficial augmentation, reflective practice, barriers to change, and improved interactions. Quantitative results showed that although end user satisfaction was moderate, educators produced a successful behavior intervention plan that showed positive changes in both the teacher and student behavior. An increase of in-person staff discussion as a result of online dialogue was a unique finding in this study warranting further investigation. Now that federal (U.S.) education law has changed to allow technologically mediated IEP meetings, the Virtual IEP Team may serve as a model for more efficient use of education professionals’ time.

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