|Behavior Analysists in Schools: IEPs and Restorative Justice
|Monday, May 25, 2020
|9:00 AM–9:50 AM
|Marriott Marquis, Level M4, Independence F-H
|Instruction Level: Basic
|Chair: Mary Comis (Duquesne University)
Family Perceptions of the Individualized Education Program Meeting Process for Children With Autism Spectrum Disorder
|Domain: Service Delivery
|ELIZABETH GOLINI (Hunter College; INCLUDEnyc)
Since placement and treatment are so important both to a student’s progress and educational growth and the school’s legal obligations, it is imperative that researchers and practitioners explore the factors that impact placement decisions and work to understand parent perceptions of Individualized Education Program meetings (Fish, 2006). Families choose the placement and treatment for their child diagnosed with Autism Spectrum Disorder for a variety of reasons (Matson & Williams, 2015). This study expanded on the previous research by incorporating family perceptions of the process as well as their decisions related to placement and treatment. We explored why families of children with Autism Spectrum Disorder chose specific placement or treatment types for their child (e.g. Applied Behavior Analysis), as well as examined the family’s perceptions of the Individualized Education Program process and meeting for their child. The results included information related to why families chose a specific placement or treatment for their child, who influenced their decisions, and if a Board Certified Behavior Analyst was seen as the expert related to placement and/or treatment for their child. The results are discussed in terms of how they impact practice for Board Certified Behavior Analysts participating in the Individualized Education Program process.
|Restorative Justice as Behavior Intervention in Schools: The Promises and Pitfalls for Behavior Analysts
|Domain: Service Delivery
|Temple S Lovelace (Duquesne University), MARY COMIS (Duquesne University), JoVonne Tabb (Duquesne University)
|Abstract: In 2013-2014, 111,000 students were expelled from school (National Center for Education Statistics, 2019). Disproportionately, they were from marginalized populations. In response to this and its implication in the school-to-prison pipeline, restorative justice gained huge traction in schools. Restorative practices, a part of restorative justice, are defined as a way to “build healthy relationships and a sense of community to prevent and address conflict and wrongdoing,” (The Advancement Project, 2014). As school-based behavior analysts are consulting with schools, they are often in a multi-disciplinary team that is committed to implementing a multi-tiered system of support, but use restorative practices as Tier 1 support. Misuse of this can disproportionately push students to Tier 2 or higher placements. In this presentation, we will introduce the results of a scoping literature review on the use of restorative practices as a behavioral intervention. Next, we will discuss the promise and pitfalls of its use from a behavioral analytic lens. Lastly, we will introduce a behavior analytic approach to restorative practices grounded in Skinner’s examination of educational reinforcement, countercontrol and group control (Skinner, 1953). We will also highlight why Skinner’s thoughts on culture and control are the foundation for an effective restorative justice framework.