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Identify the coping strategies, behavioral predictors, and intervention outcomes used by educators to manage classroom behavioral problems in students with special educational needs.

November 1, 2022Journal of Education and Learning (EduLearn)Open Access

Handling behavior problems of children with special educational needs based on teacher analysis

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Identify the coping strategies, behavioral predictors, and intervention outcomes used by educators to manage classroom behavioral problems in students with special educational needs.
Surveyed educators using a structured Google Forms questionnaire to assess management strategies for student behavioral difficulties (N=109 teachers of children with special educational needs).
Calculated percentage selection frequencies and compared categorical response statements regarding behavioral interventions and predictor choices.
Teachers demonstrated a primary preference for problem-focused coping mechanisms over passive or emotion-focused responses during behavioral incidents.
Intimacy control served as the preferred predictor, with educators choosing calming techniques, comfort, and direct task redirection to de-escalate disruptive behaviors.

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Implication

Survey reveals preferred behavioral coping strategies among special education teachers, highlighting the calming impact of intimacy control and task redirection.

Cite This Study

Suparno et al. (2022) studied this question.

synapsesocial.com/papers/6a122700a2d24b27c166c1e9 https://doi.org/10.11591/edulearn.v16i4.20484

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Implication

Survey reveals preferred behavioral coping strategies among special education teachers, highlighting the calming impact of intimacy control and task redirection.

Handling behavior problems of children with special educational needs based on teacher analysis

Key Points

Discussion

Implication

Cite This Study

Handling behavior problems of children with special educational needs based on teacher analysis

Key Points

Discussion

Implication

Cite This Study

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