Determination of special education teachers’ knowledge levels on the behavioral intervention techniques

Şeyda Dellaloğlu Göğebakan,Elif Sazak

doi:10.24289/ijsser.1034043

Abstract

This research aims to determine the knowledge levels of special education teachers on the behavioral intervention techniques that are commonly used during the behavioral treatment of their students and to examine whether the demographic variables have effects on teachers’ knowledge levels or not. Within the scope of research, data was collected from 295 special education teachers from 10 different cities. The data is collected through the Knowledge Test of Frequently Used Behav-ioral Intervention Techniques (F-BIT) and Demographic Information Forms that are already developed, valid, and reliable by the researcher. Later on, the data has been analyzed through descriptive statistical techniques. As for the results, the lowest grade that is obtained from the knowledge test was 5 and the highest was 30 while the average was 21 and the standard deviation was 4,74. During the research, it has been determined that knowledge levels of teachers are limited and gender does not have any effect on these limited levels. All the results have been discussed in the context of the importance of behavioral intervention, current conditions, and requirements of the process.

Highlights

Problem behaviors can be defined as behaviors that can be observed frequently in students with normal development and special needs, negatively affect the academic success of the student, participation in the course, social relations and interaction, affect the learning of himself and those around him, and harm himself and his environment (Erbaş, 2002)
This study, it was aimed to determine the knowledge level of teachers in the field of special education about behavioral intervention techniques that are frequently used in behavioral treatment
Frequently Used Behavioral Intervention Techniques (F-BIT) Knowledge Test developed within the scope of the research was used to determine the knowledge level of teachers in the field of special education about behavioral intervention techniques that are frequently used in behavioral treatment

Summary

Introduction

Problem behaviors can be defined as behaviors that can be observed frequently in students with normal development and special needs, negatively affect the academic success of the student, participation in the course, social relations and interaction, affect the learning of himself and those around him, and harm himself and his environment (Erbaş, 2002). These behaviors come in many different forms. It is known that the problem behaviors exhibited by the students in the classroom environment limit the learning opportunities of both themselves and their peers and can negatively affect their behavior patterns (Chandler & Dahlquist, 2002)

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Conclusion