Maintaining Safety and Facilitating Inclusion: Using Applied Behavior Analysis to Address Self-Injurious Behaviors Within General Education Classrooms

Abstract

This article provides educators with a research-informed process for addressing student problem self-injurious behaviors within inclusive settings. The process involves (a) identifying functions of problem behaviors, (b) implementing function-based interventions that include teaching and reinforcing socially acceptable replacement behaviors, (c) monitoring student progress and fidelity of implementation, and (d) fading interventions to facilitate long-term success. The process is described in practical detail using a case study vignette about a fifth-grade student who engages in self-injurious behaviors.

Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools

“…Decisions about the need for related services logically must come after decisions have been made about both a student’s program and placement, as both will inform what services are needed in context. This is especially relevant to ensure behavior analytic supports (a) account for natural setting conditions under which desired behaviors are being learned, (b) facilitate generalization across relevant settings and people, and (c) are culturally responsive (Banks & Obiakor, 2015; Robinson et al, 2019).…”

Stop Banging Your Head: Changing Self-Injurious Behavior Into Communication

“…This new communication skill will give the child a different way to get their needs met. New communication skills do not always have to be verbal (Luczynski & Hanley, 2013; Robinson et al, 2019). A child can use gestures such as putting out their hand like a stop sign to indicate stop.…”

“…As Kennedy says, “I want a binkie,” instead of banging her head, then we want to give her the binkie. Doing so immediately after the request will make her more likely to make the request again (Cooper et al, 2020; Robinson et al, 2019). Eventually, we can teach Kennedy to wait for the binkie or accept “no” for an answer, but at this initial stage of learning a new skill to take the place of the SIB, we want to reinforce that new behavior right away to help decrease the SIB.…”

“…Once the child is practicing the new skill (replacement behavior), teams need to collect data on both the SIB and the new replacement behavior (Luczynski & Hanley, 2013; Robinson et al, 2019). The teams will then analyze the data and, based on the results, decide whether to continue with the intervention, make changes to the intervention, or revisit the why of the behavior.…”

A Meta-Analysis of Treatment for Self-Injurious Behavior in Children and Adolescents With Intellectual and Developmental Disabilities

“…Despite four decades of research into understanding SIB and improving outcomes for the people affected by it, the persistence of SIB is well-documented and moving the needle toward sustainable progress under naturalistic conditions remains elusive (Dimian & Symons, 2022). People often seek care in emergency departments (Iannuzzi et al, 2015), out of home placement is common (Friedman et al, 2014; Jackson & Roper, 2014; Jacobson et al,1998), children are less able to engage successfully in the classroom (O’Reilly et al, 2005; Robinson et al, 2019), and participate less effectively or fully in peer, family, and community-based relationships (Sigafoos et al, 2014; Symons et al, 1999). Parents and family members experience exorbitant stress levels (Hastings, 2002; Lecavalier et al, 2006), a higher risk of anxiety and depressive disorders (Dumas et al, 1991; Olsson & Hwang, 2001), as well as financial burdens and employment disruptions (Breslau et al, 1982; Cidav et al, 2012).…”