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All Journal Journal of Education and Learning (EduLearn)
Suparno Suparno
Yogyakarta State University
Humanities Education Library & Information Science Social Sciences Other

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Handling behavior problems of children with special educational needs based on teacher analysis Suparno Suparno; Hermanto Hermanto; Sukinah Sukinah; Wening Prabawati; Ade Putri Sarwendah; Galih Rasita Dewi; Dewi Barotuttaqiyah; Mumpuniarti Mumpuniarti
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20484

Abstract

Handling of behavior problems in children with special educational needs (CSEN) in the classroom is urgent for the classroom’s conducive atmosphere. Therefore, a review needs to be conducted to determine what steps the teacher may take for coping purposes in handling the behavior problems of CSEN, to determine the predictors for handling the behavior problems of CSEN, to identify the analysis basis for determining teacher predictors, and to figure out the effects of the behavior of CSEN based on the predictors chosen by the teacher. A survey was conducted on 109 teachers of CSEN. This research used a Google Forms questionnaire containing a list of statements to be chosen by teachers as instrument, and analysis was carried out by computing the frequencies at which the teachers chose the statements in percentage and by comparing teachers’ statements on the way they handled behaviors. The results show that the teachers were more inclined toward problem-focused coping (PFC), the predictor chosen was intimacy control, the teacher directed the children to do a task at the time a behaviour problem arose, and in choosing predictors, the teachers would rather calm the children down and give them comfort, making the children calmed.
Teachers’ interventions against the behaviors of children with intellectual disability Mumpuniarti Mumpuniarti; Wening Prabawati; Hermanto Hermanto; Sukinah Sukinah; Ade Putri Sarwendah; Suparno Suparno
Journal of Education and Learning (EduLearn) Vol 17, No 4: November 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i4.20723

Abstract

Teachers’ interventions against the behaviors of students with intellectual disability (ID) are urgent for their instructional strategies in the classroom. There were 42 teachers of children with ID given a questionnaire via Google Forms. The questions posed concerned the antecedents of the behavior problems in students with ID, the forms of the behavior problems, teachers’ measures, post-intervention conditions, and suggestions for parents. The strongest trigger of behavior problems found was the teacher’s direction for a task, in which task refusal. In response to the task refusal behavior, the teacher took a measure by calming the students down and resulted in the students turning calm. This predictor of the teacher’s intervention can be applied as a basis for parents’ participation in collaboration to overcome behavior problems in students with ID. The teachers’ interventions against behavior problems in students with ID took the form of measures that were of the fading and prompting nature as well as the form of verbal diversion. The teachers’ interventions above mentioned can be used as predictors as they are relevant to the antecedents of the behavior problems of the students with ID, the forms of the behavior problems, and the concequences the teachers should follow.
Co-Authors Ade Putri Sarwendah Dewi Barotuttaqiyah Galih Rasita Dewi Hermanto Hermanto Mumpuniarti Mumpuniarti Sukinah Sukinah Wening Prabawati