Autism New Jersey Position Statement Use of Restrictive P rocedures Within Comprehensive B ehavior S upport P lans
Approved by the Board of Trustees on May 6, 2003
This statement outlines the agency’s position on the use of restrictive procedures within comprehensive behavior support plans. The agency recognizes the highly controversial nature of this complex issue. Fortunately, advances in behavioral teaching technology have significantly reduced the frequency of behavioral crises. Unfortunately, behavioral crises still occur. While these episodes are unusual for the majority of individuals with autism, others repeatedly exhibit dangerous behaviors that warrant treatment. When these behaviors are not effectively reduced with positive programming, alternatives to reduce the dangerous behavior are sought. These alternatives can carry great risk to the individual and must be considered in a cost-benefit analysis. Autism New Jersey recognizes the potential for overuse and abuse of these procedures and thus emphasizes procedural safeguards as outlined below. Autism New Jersey opposes the use of restrictive procedures when these conditions are not met. Autism New Jersey recognizes the potential for abuse of restrictive procedures and thus emphasizes procedural safeguards. All parents are perplexed by their children’s behavior from time to time. For parents of children with autism, it is even more difficult to understand their children’s behavior. Parents may ask, “Why doesn’t he play with toys like other children ? Why won’t he ask for a cookie when I know he wants it ? ” In addition to deficits in communication and socialization, individuals with autism may also display aggressive and self-injurious behavior. “Why does he hit his sister for no apparent reason ? Why does he bang his head on the floor ? ” Safely and effectively treating and preventing these behaviors requires full knowledge of why and when they occur. Our understanding develops by systematically collecting information on the behavior’s frequency, intensity, and duration. We record 1) when these behaviors are likely and unlikely to happen, 2) if there are any triggers that seem to set them in motion (antecedents), and 3) how others respond to the behaviors when they are observed (consequences). Through comprehensive observations, data collection, and analysis, we analyze why the
individual acts in a certain way. This process is formally known as a functional behavioral assessment. For example, a child may become frustrated during a work assignment. When he bites his hand, the teacher stops the instruction. Over time, this child may learn that biting
Challenging behavior is often a means of communication.
results in escaping this difficult situation. Thus, intervention strategies that target the function of behavior (i.e., escape) rather than the form of the behavior (i.e., biting) can be developed and implemented. For example, the teacher might be taught how to modify demands, reinforce verbal behavior that replaces hitting (e.g., requesting a break or help), and more effectively reward progress so that the child can tolerate the instruction and behave appropriately. Individuals with autism sometimes exhibit aggressive or self-injurious behavior as a way to communicate their needs,
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