Supporting Students with Asperger's Syndrome Who Present Behavioral Challenges

Though challenging behaviors are frequently the primary obstacle in supporting students with Asperger's Syndrome, there are few published studies to direct educators towards the most effective behavioral approaches for these students. What we know to date is largely based on experience and relies heavily on generalizing strategies from the applied behavior analysis arena. However, what appears most evident (given the heterogeneity even among these individuals) is that a primarily categorical approach will be unsuccessful for most, and that effective behavior support will require highly individualized practices which address primary areas of difficulty in social understanding and interactions, pragmatic communication, managing anxiety, preferences for sameness and rules, and ritualistic behaviors. Recent reauthorization of the Individuals with Disabilities Education Act (IDEA '97) will greatly impact how behavioral support is conceptualized and delivered to students with Asperger's Syndrome. IDEA '97 requires school districts to conduct functional behavioral assessments when student behavior negatively impacts individual student learning and the school environment. Although functional behavioral assessment has been regarded for many years as best practice for supporting a diverse array of students, its application to school settings in general, and individuals with Asperger's Syndrome in particular, is in its infancy. A general understanding of the characteristics of Asperger's Syndrome in combination with a functional analytic approach to developing positive behavioral support