Most of the time, the behavioral expectation of classroom is confusing for the students. The behavioral, learning and wellbeing are mainly inseparable. This can guide examines, which matches with learning environment. The designs examine the strength, interest and learning needs of the students.
Positive behavior of students are effectively developed mainly and supported via the relationship based practice and behavioral expectation.
Volkmar (2016) started that the applied behavior analysis refers to process of the applying intervention. This helps to improve the socially important behavior to the meaningful degree. This demonstrates the employed intervention, which are responsible for behavior improvement.
The behavior analysis uses specific techniques to bring the positive and meaningful changes in individual’s behavior to diagnose the autism.
In case of education, the applied behavior plays significant role to fight against the challenging behavior.
The guideline provides the best practice of early intervention for the children with autism. The early intervention of autism can help the children to be cured. Doehring et al., (2014) stated that good quality intensity intervention addresses the needs of the children and their family members clearly. The early intervention can provide good quality of patient outcome.
The best approach to manage the autism is SPELL. SPELL refers to the structure, positive, empathy, low arousal and links (Volkmar, 2016). This approach can help the autism patients to lower their risks of disease.
From the ‘Educational needs analysis: Student perception’, it is found that there are various aspects to develop the practice in relation to the student needs.
Doehring, P., Reichow, B., Palka, T., Phillips, C., & Hagopian, L. (2014). Behavioral approaches to managing severe problem behaviors in children with autism spectrum and related developmental disorders: a descriptive analysis. Child and adolescent psychiatric clinics of North America, 23(1), 25-40.
Volkmar, F. R. (2016). 45.4 MANAGING AUTISM SPECTRUM DISORDER ON CAMPUS. Journal of the American Academy of Child & Adolescent Psychiatry, 55(10), S69-S70.