Study of the processes, views and suggestions that special education teachers use for reducing problem behaviours

The aim of this study is to determine the processes followed by special education teachers to reduce problem behaviors (defining problem behavior, preparing a behavior change plan, the processes they use to reduce behaviors), their opinions and suggestions and to determine whether demographic information of special education teachers leads to a significant difference in the the processes, opinions and suggestions they follow to reduce problem behaviors. Within the scope of the research, data were collected from 348 special education teachers working in special education schools and rehabilitation centers operating in Istanbul. The data were collected with the "Questionnaire for Examining the Processes, Opinions and Suggestions Followed by Special Education Teachers in Reducing Problem Behaviors" and Demographic Information Form developed by the researcher and analyzed using statistical methods such as frequency analysis and chi- square analysis. Although the research findings are detailed, they can be briefly summarized as follows: The most preferred method of special education teachers in describing problem behavior is the family interview. In this process, it is thought that it is very practical to make family/teacher interviews and direct observation, and the importance of planning outside of class hours is emphasized. According to teachers, while preparing a behavior change plan, defining the target behavior takes the first place and the behavior change process is thought to be effective in reducing the problem behavior. It has been determined that the most preferred treatment process for the treatment of problematic behaviors is ignoring misbehaviour according to teachers. Teachers think that differential reinforcement of incompatible behaviors, differential reinforcement of other behaviors, ignoring and extinction are the most effective methods of intervening in problem behaviors. It was concluded that demographic characteristics such as the type of school they work, professional experience, educational background and participation in in-service training for applied behavior analysis led to a significant difference in the processes, opinions and suggestions they followed to reduce problem behaviors.