Introduction
Multimodal experts and parents are needed to help children and people with developmental or intellectual disabilities in all aspects of adaptive development. Throughout an individual’s lifetime, there are frequently several areas of need that are recognized in a shifting context. Individuals with developmental impairments have cognitive deficits in at least three of the following areas: self-care, receptive and expressive communication, academic learning, movement, self-direction, residential care, and economic self-sufficiency. Most people with disabilities have trouble using public transit, and community events that do not happen regularly are more impacted by transportation issues (Bezyak qt al., 2020, p. 3275). People with developmental impairments must be able to engage appropriately with others, look for themselves and their needs, and retain attention and learning activities. Poor social skills are frequently connected to underperformance in general education classes. This work was written with the aim of acquainting the aspects of the behavior of people with disabilities.
Respect in Educational Institutions
It is critical to employ language that prioritizes the student above his or her handicap in order to establish an inclusive classroom where all kids are respected. According to Storey and Miner (2017), “independence, productivity, and integration are valued outcomes for individuals with disabilities” (5). Labeling kids as handicapped can be stigmatizing and propagate erroneous perceptions that they are less capable than their classmates. People with disabilities have a considerable frequency of chronic health problems and worse general health than those without limitations (Scott and Havercamp, 2016, p. 63). In general, it is only appropriate to bring up the handicap when it is relevant to the conversation. For example, it is preferable to say “The student, who has a disability” rather than “The disabled student” since it emphasizes the student rather than the fact that they have a disability.
Complex Behaviors
Aggression, stereotypy, self-injurious, and disruptive behaviors are all examples of complex behaviors. Additional descriptions are required for these categories in order to undertake reliable assessments and treatment processes. Self-injurious behavior (SIB) is described as banging one’s head against oneself or objects with an open or closed hand. Because one individual’s definition of a generic category of activity, such as aggression, may vary from another’s, a more thorough and objective characterizing of the behavior is necessary, posing a reliability challenge.
A behavioral description must be reliable, exact, thorough, and complete enough that it can be read by two separate eyewitnesses and correctly identify samples of the same activity. Interobserver reliability is a method for assessing the accuracy of measurements and the appropriateness of descriptions. For evaluation reasons, precise behavior monitoring is required to correctly conduct treatment methods and evaluate treatment efficacy.
Example
Self-injury is defined as biting oneself with teeth in contact with skin, resulting in red markings or ridges on the skin. Tantra is insufficient to describe problematic behavior since it relates to a wide range of activities that may be interpreted in a variety of ways. Tantrumming is more accurately and objectively defined as yelling at a volume exceeding normal conversation while banging one or both heads into the wall. Making physical contact with another individual’s part of the body with an outstretched palm, fist, or leg is an example of aggression.
Observation
Behavior measuring techniques must be given in addition to a clear definition of the behavior. The number of times a behavior happens (frequency), the length of time it occurs (duration), the form or topography of the behavior (topography), and the time it takes for the behavior to occur following a stimulus may all be seen and measured (latency). A behavior’s leftovers, referred to as permanent products, can also be measured. It is possible to quantify the frequency or length of activity over a more extended period. Continuous recording is the word for this. The ability to accurately identify the problematic behavior will aid in the evaluation of its function, allowing for the development of appropriate solutions.
Applied Behavior Analysis
The ideas and procedures of applied behavior analysis (ABA) can be used to address the problematic behaviors of people with developmental impairments. ABA is a set of methods for increasing socially essential behaviors that are dependent on the environment. Many of the strategies employed in ABA have been experimentally verified to be successful in changing overt and hidden behaviors, and they are based on learning concepts and procedures. The use of ABA has led to the development of numerous empirically-based therapeutic interventions for problematic behaviors, as well as a greater understanding of the prevalence of both normal and abnormal behaviors.
Conclusion
Throughout all areas of adaptive development, children and adults with behavioral or cognitive disabilities seek the expertise of multidisciplinary professionals and parents. In order to create an inclusive classroom where all children are respected, it is essential to use language that prioritizes the student over his or her disability. Complex behaviors include aggression, stereotypy, self-injurious conduct, and disruptive behavior. In order to conduct reliable evaluations and treatment processes, these groups will require more explanations. A behavioral description must be accurate, exact, thorough, and complete enough to read by two unrelated observers and correctly identify examples of the same behavior. In addition to a precise explanation of the behavior, behavior measurement methodologies must be provided. The concepts and procedures of behavior analysis (ABA) can be used to address the problematic behaviors of people with cognitive impairments. ABA is a series of techniques for promoting environmentally-dependent socially essential behaviors.
References
Bezyak, J. L., Sabella, S., Hammel, J., McDonald, K., Jones, R. A., & Barton, D. (2020). Community participation and public transportation barriers experienced by people with disabilities. Disability and Rehabilitation, 42(23), pp. 3275-3283.
Scott, H. M., & Havercamp, S. M. (2016). A systematic review of health promotion programs focused on behavioral changes for people with intellectual disabilities. Intellectual and developmental disabilities, 54(1), pp. 63-76.
Storey, K., & Miner, C. (2017). Systematic instruction of functional skills for students and adults with disabilities. Charles C Thomas Publisher.