Best intervention methods employed by teachers in resolving conflicts to the day-to-day classroom schedule of autistic children of Angelo King Center, Cavite.

Ilustrisimo, Marie Joe G. and Lopez, Jhoanna Maureen A. (2009) Best intervention methods employed by teachers in resolving conflicts to the day-to-day classroom schedule of autistic children of Angelo King Center, Cavite. Undergraduate thesis, De La Salle University-Dasmarinas.

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Abstract

ABSTRACT Name of Institution: De La Salle University – Dasmariñas Address: Dasmariñas, Cavite Title: “Best Intervention Methods Employed by Teachers in Resolving Conflicts to the Day-to-Day Classroom Schedule of Autistic Children of Angelo King Center, Cavite” Authors: Marie Joe G. Ilustrisimo Jhoanna Maureen A. Lopez Funding Source: Parents Cost: 7,000 Date Started: August 2008 Date Finished: March 2009 Objective of the study 1. To determine the demographic profile of the special education teachers according to their age, gender, educational background, religion and years of service in relation to their career as SpEd teachers. 2. To determine the conflicting behaviors that usually arises in the day-to-day classroom schedule of autistic children in Angelo King Center, Cavite. 3. To determine the best intervention methods that the sped teachers employed in resolving conflicts to the day-to-day classroom schedule of autistic children in Angelo King Center, cavite. Scope and Delimitation The study was designed to determine the best intervention methods employed by teachers in resolving conflicts to the day-to-day classroom schedule of autistic children of Angelo King Center, Cavite. Only 4 special education teachers in the Neurodevelopmental Center, were considered as the respondents of this study. Methodology Research Method The researchers used the descriptive research which is considered the objective of the study. It deals with qualitative data. The method involves collection, presentation and interpretation of the gathered information about the study. The researchers conducted an interview. It aimed to present the facts concerning the best intervention methods employed by teachers in resolving conflicts to the day-to-day classroom schedule of autistic children of Angelo King Center, Cavite. Research Respondents The researchers used purposive sampling - a type of non-probability sampling in which the investigator selects the elements to be included in the sample on the basis of their special characteristics. The individuals selected those who possess expertise or experiences related to the purpose of the study. Research Instrument The researchers had obtained data through interviews. Personal Interview according to Jean Johnson (1992), are usually more productive than telephone interviews or personal letters. He indicated that everyone has special information of some kind, and most people enjoy sharing it with others. Likewise, the interview questions were used to determine the strategies used as well as the things the respondents consider as best intervention methods in resolving conflicts to the daily classroom schedule of autistic children of Angelo King Center, Cavite. Major Findings 1. The Special Education Teachers’ ages range from 25- 43 years old. 75% or 3 out of 4 teachers are females and only 1 male. Their educational backgrounds differ when it comes to their undergraduate courses but 50% have completed a master’s degree in Special Education while others are still in the process of completing their graduate degrees. Majority of the Special Education teachers are Catholic and only one of them is a Baptist. The years of their service as Special Education teachers range from 1- 8 years. 2. Based on the respondents’ answers, they identified the conflicts that they encounter during their daily schedule are; a.) Self-stimulatory behavior b.) Non-compliance; c.) and aggression. 3. The best intervention methods that were identified by the teachers vary because of the range of the ages of the students that they handle. These best intervention methods are the PECS or Picture Exchange Communication System, Contract setting, Eclectic approach and Discipline. Conclusions 1. Generally, Young Adults tend to be in the field of Special education as teachers, because of its promising growth and favorable economic rewards. Most of the Special education teachers are females because they are considered to be more patient and have more passion in teaching students, especially those with disabilities. It is also important to pursue a master’s degree of Special Education in order to provide quality service to the students and for the teachers to be well equipped with all the tools that the work demands. Religion does not have a high significance when it comes to the best intervention to the teachers since only one of them is a Baptist and the rest are Catholics. The years of service of Special education teachers vary from 1-8 years and this only proves that Special education here in the Philippines is not yet on its peak and it is only the beginning to be developed and recognized as a career. 2. All conflicting behaviors that are stated by the respondents are simply a form of communication of the autistic children; they want to tell something that is why they manifest these challenging behaviors. This is a form of communication for them since they are verbally impaired. The top three conflicts that were identified in this study are self-stimulatory behavior, noncompliance and aggression. 3. The best intervention methods for the special education teachers are PECS or Picture Exchange Communication System or the use of picture boards that states the task that the student will do. Another is contracting; this is effective to the students who had been able to undergo Early Intervention Program since they are more manageable and easy to control. Eclectic approach is when teachers used a combination of intervention strategies to address the conflicting behavior. Also discipline is the best intervention method that can be applied to the autistic children who are much older since this implies the ability to recognize a teacher as an authority figure. Recommendations 1. The researchers recommend to the parents their continuous participation and cooperation to the program of their children, for them to be aware and know how to handle conflicts with their special child. 2. The researchers recommend to the clinical psychologists a study with other intervention methods that can be applied specifically for each cases of special child since they know the early diagnosis for them to give and study interventions that can be applied to children with autism. 3. The researchers also recommend for the special education teachers to have a program that will provide during summer breaks in order to have a continuous program for the autistic children. 4. The researchers further recommend this study as a reference to all the students or future researchers who may opt to continue research on special education, specifically to in studying accurate and effective intervention methods.

Item Type: Thesis (Undergraduate)
Additional Information: PSY 963 2009
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > HT Communities. Classes. Races
L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Depositing User: Ms. Bibiana Alcantara
Date Deposited: 28 Jan 2016 00:51
Last Modified: 28 Jan 2016 00:51
URI: http://thesis.dlsud.edu.ph/id/eprint/1271

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