Addressing the behavioral needs of children was reinforced as a priority in the Individuals with Disabilities Education Improvement Act. Speech-language pathologists (SLPs) have a role to play in addressing the behavior and social skill deficits of children with IEPs, and also of children who are not in special education but are receiving early intervening services. However, during this author's presentations on the topic of effective social skill intervention in a number of school districts and states, SLPs in the audience expressed the opinion that the area of behavior is outside their scope of practice. They expressed frustration with the suggestion of adding this area to their already overburdened caseloads. The purpose of this article, therefore, is to establish the rationale for SLPs to be involved in behavioral and social skill intervention and to explain how they can find manageable ways to fulfill this role.
This article reviews the IDEA provisions related to behavior, discusses considerations for defining an SLP's role related to behavior and social skills, presents some options for service delivery, and suggests some guidelines for intervention targets. While this article introduces ideas for how social-behavioral intervention can be managed within a busy SLP's caseload, more specific information on intervention approaches is provided in the author's article, Effective Social Skill Instruction: Putting Research into Practice (also available at www.speechpathology.com after 9/10/07).
The Focus on Behavior in IDEA
Behavior is addressed in several parts of IDEA. Four provisions, in particular, identify when behavior is to be considered and how it should be addressed.
Functional Goals Are Required to Address "Other Educational Needs"
Federal special education rules (Code of Federal Regulations, CFR, 2006) define the required elements of an IEP, which include "a statement of measurable annual goals, including academic and functional goals designed to:
- Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and
- Meet each of the child's other educational needs that result from the child's disability" (34 CFR 300.347(a)(2)).
Children with language disorders often have "other educational needs" in the areas of behavior and social skills "that result from the child's disability." The existence and effects of these "other" needs must be considered by the IEP Team when planning intervention. Look for effects such as:
- Restricted participation in cooperative learning or play groups (Brinton, Fujiki, & Higbee, 1998; Brinton, Fujiki, Montague, & Hanton, 2000; Fujiki, Brinton, Hart, & Fitzgerald, 1999; Fujiki, Brinton, Isaacson, & Summers, 2001; Nungesser & Watkins, 2005)
- Aggressive or disruptive behaviors that interfere with the learning of self or others (Fujiki, Brinton, & Clarke, 2002; Fujiki, Spackman, Brinton, & Hall, 2004; Johnston & Reichle, 1993)
- Inappropriate behaviors used to express needs or feelings (Johnston & Reichle, 1993; Nungesser & Watkins, 2005)
- Reticence and withdrawal from social interaction (Fujiki, Brinton, Isaacson, & Summers, 2001; Nungesser & Watkins, 2005; Redmond & Rice, 1998)
- Peer rejection (Brinton et al., 2000)
