Provide an additional evidence-based strategy for working with students who exhibit severe behavior.

Read a selection of your colleagues’ posts.

Respond to your colleague in the following ways:

-Provide an additional evidence-based strategy for working with students who exhibit severe behavior.
-Offer an additional insight or experience regarding restraint and seclusion practices.
-Suggest an additional strategy to intervene with the issue, course case, or news story identified in the post.

Roziel’s Post:

One notable issue in recent years regarding severe behaviors of special education students in China can be illustrated through various incidents that lead to public concern, such as cases of violent behavior towards staff or peers. A relevant example is from a news story in 2021 that discussed the challenges schools faced when managing students with extreme behavior, including incidents of physical aggression. Often, schools have implemented reactive strategies, including the use of restraint, which has drawn significant public criticism and raised questions about the efficacy and ethical considerations of such interventions (Wang, 2021).

The Council for Exceptional Children (CEC) in the United States advocates for the humane and appropriate treatment of all students, including the prohibition of certain restrictive interventions unless absolutely necessary and not harmful. Specifically, CEC emphasizes that the use of restraint and seclusion should only occur in instances where there is a clear, imminent risk to the safety of the student or others, and all other options have been exhausted (CEC, 2018). If a Chinese school adopts a similar approach to managing severe behaviors, it could be argued that they are aligning themselves with CEC policy, especially as the country works towards improving its special education framework.

Chinese special education law has been evolving, especially as the country increasingly emphasizes inclusive education. However, it may not explicitly refer to the CEC policy, as China’s approach is informed by its unique socio-political context and educational needs. That said, there is an emerging focus on global best practices which may include elements present in the CEC guidelines. The relationship can be conceptualized through an exchange of ideas and practices, where China may look to models such as CEC to inform its advancements in special education. In response to the pressing need for better educational frameworks, China has launched a plan to enhance special education as part of its 14th Five-Year Plan, which runs from 2021 to 2025. This initiative aims to establish a high-quality special education system by 2025, targeting an enrollment rate of 97 percent for school-age children with disabilities in compulsory education (Zhang & Miao, 2022).

Evidence-based strategies such as Positive Behavioral Interventions and Supports (PBIS) and Functional Behavioral Assessments (FBA) are essential in fostering positive student behavior and effectively managing challenging behaviors in schools. Under PBIS, a proactive framework is implemented, focusing on the clear definition, teaching, and reinforcement of appropriate behaviors. This approach not only creates a supportive school environment but also significantly reduces severe behavioral incidents by emphasizing constructive modifications instead of punitive reactions, such as seclusion or restraint (Kern & Wehby, 2014). Additionally, the systematic use of FBAs helps educators explore the underlying factors contributing to students’ challenging behaviors. This aligns with the Council for Exceptional Children’s policy advocating for personalized interventions tailored to individual assessments. By identifying these root causes, educators can formulate customized behavior intervention plans that proactively address students’ needs and shift away from traditional punitive methods (Crone, Hawken, & Horner, 2015).

In both American and Chinese contexts, the use of restraint and seclusion is contentious and heavily regulated. In the U.S., CEC and various state guidelines define when such interventions may be permissible—typically only in circumstances where students pose a risk to themselves or others, and after less restrictive measures have been attempted (American Psychological Association, 2021). Research also supports the need for functional behavior assessments in mitigating the need for such interventions (Dutt, Chen, & Nair, 2016).

In my experience with a Pre K2A student with Autism, I faced significant challenges due to severe behavioral outbursts, including alarming attempts to choke teachers when frustrated by perceived restrictions on his autonomy. These behaviors reflected his impaired communication of feelings, resulting in physical aggression as an expression of anger. This reinforced my belief that seclusion and restraint should be last resorts, as they can traumatize students and worsen behavioral issues. Instead, we should prioritize proactive strategies to build trust and address emotional needs, focusing on prevention rather than punitive measures.

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