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Behaviour State: Exploring Issues in Best Practice for Students with the Most Severe and Multiple Disabilities

Published online by Cambridge University Press:  26 February 2016

Michael Arthur,
Julie Hook and
Nancy Butterfield
Michael Arthur*
Affiliation:
The Univeristy of Newcastle
Julie Hook
Affiliation:
Macquarie University
Nancy Butterfield
Affiliation:
NSW Department of School Education
*
Correspondence should be addressed to Michael Arthur Special Education Centre, Univeristy of Newcastle, Callaghan NSW 2308
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Abstract

Behaviour state appears to be a powerful variable in students who experience the most severe and multiple disabilities, impacting upon the effectiveness of educational interventions and ultimately the quality of life experienced by individuals with such high support needs.

Most recently, research attention has been paid to the many qualitative dimensions of behaviour state and although at an early stage, such studies have allowed for the delineation of important influencing factors in state change as well as serving to stimulate many new avenues for further research.

This discussion paper will examine, albeit tentatively, the implications of current research in this area with respect to best practice, including aspects of curriculum design and professional development. How effectively does a functional curriculum articulate with the priorities and directions suggested by such research? How can teachers and others working in this area be supported in the provision of meaningful interventions which promote and produce increases in optimal behavioural states? The paper concludes by suggesting future directions for research and practice.

Information

Type
Research Article
Information
Australasian Journal of Special Education , Volume 19 , Issue 1 , 1995, pp. 37 - 44
Copyright
Copyright © The Australian Association of Special Education 1995

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