Abstract
This study established a method for obtaining information about behavior states and patterns as they appeared in Individual Education Programs (IEPs). Also investigated was the extent to which behavior states and behavior state pattern language was included in daily planning for students with the most pervasive multiple disabilities. While information obtained through analysis and interviews revealed that behavior state or behavior pattern language was not used in either oral or written statements regarding daily planning, results did indicate promise of an IEP measurement instrument that could become a mechanism critical for student program and planning. Suggestions ranging from an overall understanding and integration of behavior state awareness to daily planning for individuals with the most pervasive multiple disabilities are offered.
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