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Individualized Approach for Inclusion of Children with Diverse Behavioural Needs

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Inclusion, Disability and Culture

Part of the book series: Inclusive Learning and Educational Equity ((ILEE,volume 3))

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Abstract

The foremost challenge for professionals and practitioners is to design the most suitable intervention programme to ameliorate the skill deficits in individuals with autism spectrum disorder (ASD). The significance of the implementation of effective intervention strategy for incorporating socially approved behaviour has been evidence-based practices worldwide. However, the implementation of the same in various countries and cultures is with mixed results, quite specifically in the low socioeconomic and less affluent countries. The author depicts and explores the significance of the strategies based on applied behaviour analyses and single-subject design research in shaping socially approved behaviour of the children with developmental delays in an Indian context. The chapter documents the application of three behaviour modification strategies based on the science of applied behaviour analyses (ABA) conducted in West Bengal (Eastern part of India). First is the application of trial-based functional analyses of self-injurious behaviour of a child with developmental disability. Second is the behavioural intervention through echoic and exemplar training in children having phonological disorder. Finally, third is effectiveness of video modelling to teach play skills (including both verbal and motor responses) to children with autism spectrum disorder. The findings of these three single-subject design research conducted on different subjects in different contexts applied individualized intervention approach for successful behaviour modification among the children with developmental disabilities. The author indicates a strong need for individualized intervention approach for shaping behaviours among the children with developmental disabilities with diverse behaviour needs. The author depicts how the intervention strategies can be individualized based on child-specific needs for successful behaviour modification and inclusion of the children.

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Acknowledgement

I would like to acknowledge the contribution of the BCBA mentor, Julliane Bell, BCBA, who provided all guidance throughout the experiments. I would also like to acknowledge the scope and assistance provided by Behaviour Momentum India (BMI) and the Autism centre, Kolkata for allowing to conduct the research work leading to generalization of findings.

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Authors and Affiliations

  1. Department of Education, University of Calcutta, Alipore Campus, Kolkata, West Bengal, India

    Santoshi Halder

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  1. Santoshi Halder
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Correspondence to Santoshi Halder .

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Editors and Affiliations

  1. Department of Education, University of Calcutta, Kolkata, West Bengal, India

    Santoshi Halder

  2. Department of Curriculum and Instruction, Texas State University, San Marcos, Texas, USA

    Lori Czop Assaf

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Halder, S. (2017). Individualized Approach for Inclusion of Children with Diverse Behavioural Needs. In: Halder, S., Assaf, L. (eds) Inclusion, Disability and Culture. Inclusive Learning and Educational Equity, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-55224-8_18

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  • DOI: https://doi.org/10.1007/978-3-319-55224-8_18

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