Students with severe disabilities who also exhibit serious behavior problems are a significant challenge to the provision of integrated educational services in neighborhood public schools. This report summarizes the components of a consultation model that utilizes locally available resources and expertise to support integrated school placements, along with specific efforts to remediate individual student needs. Follow-up placement information is presented for target students receiving project services during the 1986 to 1989 school years, including a description of both successful and unsuccessful outcomes. Procedures and results are discussed in the context of the need for consultation and additional support services for the school and home to help local education agencies achieve a zero reject model of services for students with challenging behaviors.
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JanneyR. E.MeyerL. H. (1988b). An inservice training module for teachers of students with developmental disabilities and behavior problems.Syracuse: Syracuse University Division of Special Education and Rehabilitation.
10.
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11.
MeyerL. H. (1987). The Program Quality Indicators: A checklist of most promising practices in educational programs for students with severe disabilities. Syracuse: Syracuse University Division of Special Education (available from TASH, 7010 Roosevelt Way, N.E., Seattle, WA 98115).
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MeyerL. H.JanneyR. E. (1989). User-friendly measures of meaningful outcomes: Evaluating behavioral interventions. Journal of The Association for Persons with Severe Handicaps, 14, 263–270.
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