Current research in the role of teachers as problem solvers and emerging interest in pragmatics have increased the need to study student-teacher interactions and behaviors in context. In view of this recent work which addresses the equivalence of communicative and social competence, a facilitative rather than directive approach with students with autism and severe behavioral disorders seems appropriate for consideration. In this article, current approaches to working with students with behavioral disorders are reviewed. In response to this review, the facilitative approach is posited. The article concludes with a discussion of the research currently emerging from the facilitative approach.
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