Can school psychologists be inclusive when delivering evidence‐based behavioural interventions in special schools, behaviour units or clinics? A systematic mapping literature review

Abstract

School psychologists (SPs) have emerged as a key agent in delivering or orchestrating evidence‐based, behavioural interventions in specialist settings with students who have a disability and challenging behaviour. These trends in practice create complex tensions and ethical dilemmas for SPs. UNICEF (2017) argue that all children with disabilities should be educated in mainstream settings and recommend that specialist education provision ends. Indeed, challenging behaviour is often the primary reason given to justify why children with disabilities are placed at a special school rather than their local mainstream school. A mapping literature review of research literature published 2009–2019 was undertaken to investigate this issue—namely, the type of specialist behavioural interventions delivered in specialist settings by SPs—and illuminate any tensions or ethical dilemmas arising. Contrary to expectations, literature reviewed was unclear whether SPs are increasingly involved in specialist settings delivering evidence‐based behavioural interventions. Articles surveyed tended to explore the use of evidence‐based behavioural interventions in mainstream settings to de‐escalating challenging behaviours, reducing the risk that students with disabilities are referred out of mainstream into specialist provision. Several studies captured by this review critically questioned whether evidence‐based behavioural interventions were suitable for use in educational settings of any type with students with a disability. Directions for future research are given, specifically: research should illuminate precisely what, if any, involvement SPs have in delivering behavioural interventions to students with disabilities in special schools, behaviour units and clinics, including greater discussion about any associated benefits or ethical risks.