Addressing the Challenging Behavior of College Students With Intellectual Disability in Inclusive Postsecondary Education Programs

Abstract

There is limited research surrounding the way in which inclusive postsecondary education (IPSE) programs address student challenging behavior of prospective and enrolled students. In this exploratory survey study, we surveyed 46 IPSE program directors from various geographic areas across the country to discover how programs addressed student challenging behavior. We first asked directors to answer survey questions related to how student challenging behavior impacted the admissions. Next, directors answered questions related to how their program plans and implements individualized behavior supports for students who exhibit challenging behavior. Our results indicated that admissions decisions for IPSEs vary widely, and only some programs reported planning for and implementing behavior supports for their students. We discuss key findings, limitations, future research avenues, and implications for practice.