Regulating the Use of Behavioral Procedures in Schools

Abstract

Researchers conducted a survey of standards developed by state departments of special education (SDSE) for the regulation of behavioral procedures. Specific attention was given to SDSE regulations of aversive behavioral procedures. Each state's standards (i.e., policies and/or guidelines) were analyzed according to 19 questions addressing types of behavioral procedures identified, monitoring of activities for using procedures, prohibited/restricted procedures, staff training requirements, and decision models employed for selecting procedures. Results indicated that most standards identified behavioral procedures. However, considerable variability was found across SDSE regarding which procedures were identified and how they were regulated. Results are compared with a similar survey of SDSE conducted 5 years ago and are discussed in terms of implications for regulation and use of behavioral procedures in schools.