The result is often a much more thoughtful, informed, effective and lasting approach to address interfering behavior rather than simply relying on exclusionary discipline. With this perspective, educators can tailor supports to directly address the root cause of the behavior. In other situations, a child may be trying to avoid or escape an undesirable experience, activity or interaction. In some situations, a child may be attempting to obtain something such as adult or peer attention or access a preferred activity, sensory experience, or social interaction. When we think about behavior as a form of communication, we begin to see a child’s actions through a different lens. This seemingly simple question can lead educators and families to a much deeper conversation about what a child may be trying to express and communicate through this behavior. Thinking of behavior as a form of a communication forces us to shift our mindset and consider the purpose of a child’s actions by asking the critical question of why the child is using behaviors that are inconsistent with school or early childhood program expectations. Known in the research community as a function-based approach, I simply think of it as “behavior as a form of communication.” While the pandemic’s effects are felt by children with and without disabilities alike, one approach to addressing these challenges originates from research and study into supporting the behavioral needs of children with disabilities. Indeed, the pandemic’s impact continues to affect all ages, from our youngest learners to adolescents and has often resulted in disciplinary removals. In schools across our country, for children with and without disabilities, this can look like classroom disruptions, rowdiness, or acting out. In the 2021–22 school year, 84% of public schools reported that the COVID-19 pandemic negatively impacted students’ behavioral development, according to the National Center for Education Statistics. Director, Office of Special Education Programs
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