REGULATING THE USE OF BEHAVIORAL-PROCEDURES IN SCHOOLS - A 5-YEAR FOLLOW-UP SURVEY OF STATE-DEPARTMENT STANDARDS

Researchers conducted a survey of standards developed by state departm ents of special education (SDSE) for the regulation of behavioral proc edures. Specific attention was given to SDSE regulations of aversive b ehavioral procedures. Each state's standards (i.e., policies and/or gu idelines) were analyzed according to 19 questions addressing types of behavioral procedures identified, monitoring of activities for using p rocedures, prohibited/restricted procedures, staff training requiremen ts, and decision models employed for selecting procedures. Results ind icated that most standards identified behavioral procedures. However, considerable variability was found across SDSE regarding which procedu res were identified and how they were regulated. Results are compared with a similar survey of SDSE conducted 5 years ago and are discussed in terms of implications for regulation and use of behavioral procedur es in schools.