Dublin City School's Behavior Team Mission Statements

HONOR.    Students have a right to have aspects of choice in what and how they are taught.  Students and families have a right to effective treatment based on scientifically proven methodologies.

ADAPT.  Along with stakeholder input, student data will be used to make decisions on the effectiveness, efficiency and validity of interventions. Students and families will have the opportunity to evaluate the student’s programming.

EMPOWER.  Students will learn that their communication is paramount. Students will be taught to handle non-preferred activities that will benefit them in the future.

Based on the following sources-

Bannerman, D. J., Sheldon, J. B., Sherman, J. A., & Harchik, A. E. (1990). Balancing the right to habilitation with the right to personal liberties: the rights of people with developmental disabilities to eat too many doughnuts and take a nap. Journal of applied behavior analysis, 23(1), 79–89. https://doi.org/10.1901/jaba.1990.23-79.

Van Houten, R., Axelrod, S., Bailey, J. S., Favell, J. E., Foxx, R. M., Iwata, B. A., & Lovaas, O. I. (1988). The right to effective behavioral treatment. Journal of applied behavior analysis, 21(4), 381–384. https://doi.org/10.1901/jaba.1988.21-381.

Ala'i-Rosales, S., Cihon, J. H., Currier, T., Ferguson, J. L., Leaf, J. B., Leaf, R., McEachin, J., & Weinkauf, S. M. (2018). The Big Four: Functional Assessment Research Informs Preventative Behavior Analysis. Behavior analysis in practice, 12(1), 222–234. https://doi.org/10.1007/s40617-018-00291-9