Children with disabilities that exhibit maladaptive behaviors as a result of abuse and neglect require consideration of a more comprehensive, alternative method of assessment to determine the source and patterns of the behaviors. The need exists to go beyond an assessment of the current level of intellectual functioning, individual academic achievement, and functional behavior to a more ethological approach that considers the dynamics in the home and social settings that influence development. The careful analysis of the child’s social and academic records; patterns and frequency of movement for those in out-of-home placements; interviews and records of primary care givers; along with the intellectual and academic assessments enables special educators, social workers, school staff, and health care professionals to more effectively address the individual needs of the child. This paper discusses assessment methods that utilize a more comprehensive approach to determine the factors that lead to high levels of maladaptive behavior in special needs children. Additionally, alternative intervention strategies are recommended that include establishing the child’s perceived primary care giver with the most stable environment to facilitate the child’s development of more appropriate behaviors.
England, R. (2004), "5. RETHINKING THE ASSESSMENT OF MALADAPTIVE BEHAVIOR", Alexander, K. and Hunter, R. (Ed.) Administering Special Education: In Pursuit of Dignity and Autonomy (Advances in Educational Administration, Vol. 7), Emerald Group Publishing Limited, Bingley, pp. 101-118. https://doi.org/10.1016/S1479-3660(04)07005-2Download as .RIS
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