Investigation of Problem Behaviours Exhibited By Special Needs Students in General Education Classrooms and Teacher Reactions
Abstract
This study aims to investigate problem behaviors exhibited by special needs students in
general education classrooms and teacher reactions to those problem behaviors. 72 classroom
teachers employed in primary schools in Bolu who allowed observations in their classrooms
with special needs students and the special needs students in those classrooms participated
in the study. Anecdotal record technique was used to record student behaviors and teacher
responses. Data were collected by three independent observers and descriptive analysis was
used in data analysis. Results showed that teachers commonly responded to problem behaviors in 11th -20th minutes of the class; that problem behaviors such as moving from their seats
without permission and talking during class generated the most frequent responses from
teachers and that teachers mostly used verbal warnings (such as “be quiet, listen to the lesson,
sit in your seat, don’t talk, hold up your finger”.) in response to problem behaviors.
Keywords
problem behaviors,teacher reactions,inclusion,students with special needs,anecdotal record technique
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