Behavior Issues

Children with multiple disabilities may exhibit difficult behavior. When family and teachers see the undesirable behavior as a communication cue and learn how to understand and respond to the child's needs, many times the behavior can be modifying or eliminated. Other mannerisms arise from a need for cognitive stimulation. This section offers information about understanding children who exhibit challenging behaviors.

Troubled by Tina's Tantrums? Sick of Sammy's Scratching? Who Do Challenging Behaviors Challenge? Addressing Challenging Behaviors of Children Who Are Vision Impaired and Have Autism Spectrum Disorders (ASD) Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/behavior.htm
In this text and Power Point version of their presentation, Marilyn and Jay Gense examine challenging behaviors. They discuss the importance of understanding the functions of the behavior in creating intervention plans.

Looking at Self-Stimulation in the Pursuit of Leisure or I'm Okay, You Have a Mannerism, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Outreach/seehear/archive/mannerism.html
Kate Moss and Robbie Blaha look at self-stimulation as a common behavior during leisure time. They consider whether such behaviors can be stopped or redirected, and whether modifications of the behavior and the environment may be appropriate.

Functional Assessment: Understanding and Identifying the Causes of Challenging Behaviors in Students Who Are Deaf-Blind, Deaf-Blind Perspectives
http://www.tr.wou.edu/tr/dbp/pdf/dec94.pdf
In this newsletter article (p.14), James Luiselli advocates using functional assessment to identify the causes and reinforcements of challenging behaviors. Included are a functional assessment screening form and a data collection sheet.

Repetitive Behaviours in Children With Sensory Impairments and Multiple Disabilities, Deafblind International
http://www.deafblindinternational.org/standard/review1_m.html
Heather Murdoch looks "at the roles which repetitive behaviours may play in children's development and the ways in which educators interpret and respond to them."

Positive Behavioral Supports and Social Relationships, Deafblind International
http://www.deafblindinternational.org/standard/review1_a.html
Tim Hartshorne uses Positive Behavioral Supports for examining the behavior, social skills and environment of children who are deafblind, then employs Person-Centered Planning and Circle of Friends models to develop behavior intervention plans.

Research-to-Practice: Reducing Behavior Problems in Students Who Are Deaf-Blind, Deaf-Blind Perspectives (pp. 4-6)
http://www.tr.wou.edu/tr/dbp/pdf/may99.pdf
V. Mark Durand and Christie Tanner use functional behavior assessment to determine why behavior occurs and to design an intervention plan. They offers some specific tips for assessment and for reducing behavior problems.

Behavior: Why Do They Do That? Deafblind Intervention Strategies for the Home (DISH)
http://www.nationaldb.org/dish/behavior.htm
This article looks at functional behavior analysis as a means to help to identify the cause of a behavior.

Behaviors in Persons With CRS - A Response, National Consortium on Deaf-Blindness
http://www.nationaldb.org/ISSelectedTopics.php?topicID=94&topicCatID=29
Three behavioral characteristics are found among individuals with congenital rubella syndrome. Author John Walters stresses the necessity of understanding the whole person and the function of behaviors before considering intervention.

Functional Behavioral Assessment and Positive Interventions: What Parents Need to Know, U.S. Office of Special Education Programs (OSEP) – Ideas that Work -- Parent Kit
http://www.osepideasthatwork.org/parentkit/functBehavAsses.asp
Dixie Jordan's overview helps parents "understand problem behaviors …. If we learn about the behaviors and know when and where they are likely to happen, we can plan positive strategies to teach new behaviors."

How to Conduct Functional Behavior Assessment, Beach Center on Disability
http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?intResourceID=51&Type=tip
"This is a brief introduction to conducting a functional assessment of behavior. A functional assessment helps determine probable causes of a behavior and sets the stage for developing a Positive Behavior Support Plan."

Web-based Organizations and Internet Resources

National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)
http://www.pbis.org/main.htm
PBIS was established "to address the behavioral and discipline systems needed for successful learning and social development of students." The Center provides information and technical support "to assist states and districts in the design of effective schools."