Study of the Mount Diablo Unified School District - Mt. Diablo Unified ...

Service Delivery Options and Continuum of ServicesWhile onsite, MGT reviewed behavioral support plans and observed instances of staffresponses to problem behaviors. Inconsistencies were found in the use of best practices inthe development of positive behavioral plans and in observed staff responses. Examplesincluded lack of visual or environmental supports, lack of modification of instruction oractivities to meet the individual student’s needs, and negative staff response withoutevidence that replacement behaviors were being addressed.Behavioral support services are available to both general education and special educationteachers and staff. Procedures and criteria for accessing these services have beendeveloped by district staff.Interviews with teachers, classroom observations, and program record reviews found thatthe district‐level behavior department has demonstrated a commitment to research‐basededucational services for students with autism. Cases are assigned to one of two behavioralspecialists as they are reviewed. As a result, each specialist serves students throughout thedistrict and, at times, both are involved within the same school. This results in issuesincluding increased travel time, difficulties forming professional relationships withinschools, and lack of clarity for school staff regarding the procedure for obtaining assistance.The district administration recognizes this issue and plans to regionalize behavioral servicesonce they are able to hire a third behavioral specialist.Teachers working in autism specific classrooms reported that they rely heavily on the twodistrict behavior specialists for behavioral and programmatic assistance as support fromother professional staff, such as school psychologists or program specialists, was notconsistently available. As a result, the behavioral specialists on district staff report that theyeach spend approximately 50 percent of their time addressing the needs of the autismspecific programs. Teachers in other special day classes reported frustration due todifficulties obtaining quality behavioral services.Commendation 3‐J:• MDUSD has shown a commitment to the development of research based positivebehavioral supports for students with moderate to severe disabilities by providingtraining to teachers. Teachers involved in the focus group discussion described thetraining as being effective. They felt confident in their ability to develop appropriatebehavioral plans and had access to support from school psychologists or behavioralspecialists when assistance was needed.• It was evident through interviews with teachers that the certified behavioralspecialists on district staff are highly qualified professionals dedicated to addressingthe wide range of behavioral needs found within the schools.MGT of America, Inc. Page 3‐28