proposal research final (1)

8/12/2019 Proposal Research Final (1)

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Chapter I

The Problem

Introduction

Challenging behavior is defined as behavior of such intensity, frequency or

duration that the physical safety of the person or others is placed in serious jeopardy or

behavior which is likely to seriously limit or deny access to the use of ordinary

community facilities (Emerson et al., 1995). This definition of challenging behavior could

be applied to both typical students and students with special needs. According to this

definition, challenging behaviors of students, particularly to students with special needs,

may be problematic especially for the teachers without any background knowledge of

handling students with special needs.

Such behaviors are aggression, self-injurious behavior, property destruction,

non-compliant behavior, stereotyped behaviors, socially inappropriate behavior and

withdrawal. Characteristically, challenging behavior puts the safety of the person or

others in some jeopardy or has a significant impact on the person's or other people's

quality of life (McGill, 2003).

One cause is that according to Emerson (1995), Challenging behavior is likely to

have onset in childhood and may be highly persistent over time.This shows that some

challenging behaviors are from childhood and may be affected by the environment, peer

influence, economic status and family upbringing. Some behaviors may also be

contingent on individual student situations: health problems, personal or family

problems, adjustment or developmental issues(e.g., immaturity or self-esteem


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issues), or general academic difficulties. These factors are not controllable, but

instructors find ways, services and programs to help students (Kowalski, 2003).

Though teachers find ways to help students with challenging behaviors, they will

already have unlikely effects. These behaviors may cause danger to self and others;

social isolation; and lack of social, domestic and/or employment opportunities. In an

educational setting, challenging behavior may cause severely restricted access to the

curriculum or exclusion of the pupil from school (Male, 1996). The impacts of

challenging behaviors may also include: the degree of physical harm to the person and

others, the loss of access to opportunities for development and participation and the

levels of distress being experienced by the person and others. (List from: Royal College

of Psychiatrists, British Psychological Society and Royal College of Speech and

Language Therapists: Clinical and service guidelines. College Report CR144 June

2007)

These challenging behaviors causes different attitudes from lots of people,

especially from the teachers. Research shows that the most frequently cited challenging

behavior was aggression, although self-injury was found to be the most challenging

(Male, 2003). Due to these challenging behaviors, teachers feelings towards pupils who

presented challenging behavior included frustration, anger, stress and determination

(Harris et al. 1996). According to research, pupils displaying challenging behavior are

also a major source of intense tress in the lives of teachers (Male & May, 1997a; Male &

May, 1997b).


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When the challenging behaviors of student with special needs elicit effects and

attitude from special education teachers, they may also elicit effects and attitude from

teachers of children with special needs in a general education classroom. Lots of

organizations may promote inclusion but only few schools in the local community accept

children with special needs due to lack of knowledge. Thus, very few teachers in

general classroom elicit attitude of the challenging behaviors of students with special

needs. The attitude of general education teachers is very important so that they may be

educated to what strategies to use to effectively diminish those stated challenging

behaviors. In line with these facts, the researchers would like to investigate and explore

the attitude of general education teachers towards the challenging behaviors of students

with special needs to.

Conceptual Framework

This study will attempt to determine the attitude of general education teachers

towards students with special needs. Furthermore, this study will also focus on the

teachers attitude as dependent variables in relation to the following variables:

withdrawal from activities, aggression and disobedience. The challenging behavior will

is categorized into the following elements: withdrawal from activities, aggression and

disobedience will be the independent variables.

Withdrawal from activities includes a students feeling of loss of energy or

motivation to engage in social activities such as school, group activities or social outings

and have suffered a loss of confidence and self esteem. When a student starts to

withdraw from activities, the teacher may feel frustrated and doubtful on her teaching


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strategies and instructional materials that might not be effective. Teacher might lose

his/her temper when a student starts to act violently towards his/her classmates.

Aggression includes a behavior of student that becomes out of control and may

bring harm to him/herself, other students and the teachers, this can be a form of

violence and abuse. This element is divided into two categories, the verbal aggression

and the physical aggression. Verbal aggression is the act of verbalizing negative, vulgar

and offensive words towards a particular person which causes them to be hurt or be

offended. Physical aggression is the act of putting on ones hand into others that can

cause physical trouble or injury towards the other.

Disobedience is the act of misconduct. It is a behavior that a student neglects to

obey of those that has authority over him/her. The teacher may feel a sense of

exhaustion when repeating encouragement and warning towards the student with no

response. Offensive language includes swearing, cursing, bad words, dirty words that a

student verbalizes which shows disrespect, anger and displeasure from other people.

This would further indicate that student who uses improper language may offend his

/her teacher that causes disappointment.

The following challenging behaviors are the common behavior elicited by the

students with special needs and might occur unexpectedly. These behaviors might have

a possibility affecting the teachers perspective, either way they will be frustrated, angry,

exhausted and upset. The importance of this is to know what challenging behavior

affects most the teachers attitudes and for the other and future teachers to know the

most and frequent challenging behavior that a student with special need may elicit.


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These challenging behaviors are cited as one of the most severe problems: work

avoidance, negativism, physical aggression, lack of concentration, school phobia,

difficulties in cooperation, withdrawal from common activates, offensive language,

disobedience, hindering other children, anxiety about failure, talking without permission,

dgeting, overdependence on teacher, late to school or lessons and non-verbal noise, by

Poulou & Norwic, 2000. While the frustration, angrer, exhaustion and being upset are

some of the teachers attitudes, which they may perceive, which are cited in the study of

Male, 2003.

The challenging behavior will serve as the independent variable of this study,

while the teachers attitudes will be our dependent variable. This will determine what

challenging behavior affects more in the teachersattitudes.


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SCHEMATIC DIAGRAM

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Figure 1. The schematic diagram showing the interplay of variables.

Challenging Behaviors

Aggression

Physical Aggression

Verbal Aggression

Non-Compliance

Teachers Attitudes

Frustration

Anger

Exhaustion

Upset


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Statement of the Problem

This study aimed to know the perception of general education teachers towards

students with challenging behaviors of the students with special needs that could

influence teachers attitude as determined by the respondents. Specifically, this study

sought to answer the following problems:

1. What is/are the most challenging behaviors of students with special needs as

determined by the researchers

1.1 Withdrawal from activities

1.2 Aggression

1.2.1 Physical Aggression

1.2.2 Verbal Aggression

1.3 Disobedience

2. What are the attitudes of the general education teachers that influence their

actions towards their instruction?

2.1 Exhausted

2.2 Angry

2.3 Upset

2.4 Frustrated

Significance of the Study

This study focused on the attitudes of general education teachers towards the

challenging behaviors of the students with special needs.


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To the administration, this study will assist them to give the aspiring general

education teachers a crystal clear overview on the challenging behaviors of students

with special needs.

To the community, this study will give them awareness, understanding and respect

on the challenging behaviors being dealt by the general education teachers.

To the general education teachers, this study will give them knowledge on what are

those challenging behavior of the students they might encounter in the future. This

study will give them the opportunity to be prepared as well.

To the SpEd Society, this study will give them vivid information on what are the

different challenging behaviors of students with special needs which can help in

providing solutions to these general education teachers.

To the researchers, this study will help the researchers broaden their ideas about

the perception of general education teachers towards the challenging behavior of the

students with special needs and they will be able to conduct further studies that will help

teachers to have a different perspective.

Scope and Delimitation

This study will be limited to the evaluation of the challenging behaviors that may

affect the attitude of the teachers in general education. The challenging behavior consist

of 3 variables; withdrawal from activities, aggression, disobedience and offensive

language, while the teachers attitudes consists of only 4 variables; the frustration,

anger, exhaustion and upset. This study will be conducted during the 1st semester of

academic school year 2012-2013. The respondents of this study are the education


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Definition of Terms

Anger is a feeling of displeasure, hostility and irritation of the general education

teachers towards children with special needs.

Challenging Behaviorsare the actions of a student that is considered by a teacher to

be a disturbance.

Disobedience is the act of the student with special need to disobey or neglect the

command or instruction of the teacher.

Exhaustion is a condition of being extremely tired of the general education teachers

towards children with special needs.

Frustration is a feeling of disappointment of a general education teacher towards the

children with special needs.

General Education Teacher is a person who teachers in a general education

curriculum.

Verbal Aggression is a form is unpleasant, insulting, disrespectful and inappropriate

verbal expression that a student with special need utter.

Perception is a view towards a student in a general education curriculum by general

education teacher

Physical Aggressionis the act of the students with special need to do Violence which

includes the intent to injure or abuse.

Students with Special Needs are children who possess a different kind of disability

who is place in a general education curriculum.

Upset is a feeling of being disturbed and distress of the general education teachers

towards children with special needs.


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Withdrawal from activities is the act of the student with special need to move out or

away from a certain activity.


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Chapter 2

Review of Related Literature

This chapter presents a review of related literature and studies that are

necessary in the development of this study. This includes topics like history of

perception towards disabilities, the perception of students and the impact of the social

interaction to the learning activities of the students with special needs, and . These

reviews of related literature will somehow support our study based on their findings and

results. These will also give the readers a view of what this study focuses and how does

our variables relate to each other.

Challenging Behavior

The study of Male, 2003 which is entitled Challenging behavior: the perception

of teachers of children and young people with severe learning disabilities, the main

forms of challenging behavior have been identified as aggressive or destructive, self-

injurious, stereotypy and other socially or sexually unacceptable behavior. These

challenging behaviors were the ones indicated by this study whether what type of

challenging behavior really concerned them. The rationale of this study also implies that

the challenging behavior will vary on the setting and such sever behaviors are not

perceived to be challenging.

Behavior like disruption, aggression, vandalism, pilfering, bullying, being insolent

to staff, hyperactivity, swearing, attention seeking, withdrawal, immaturity, over-

dependence, disobedience, inertia, shyness and lack of concentration are the common

cause of concerns of the teachers in the primary schools (Poulou & Norwich, 2000).


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This study, entitled Teachers perceptions of students with emotional and behavioral

difficulties: severity and prevalence, identified the types of emotional and behavioral

difficulties that Greek primary teachers saw a problem in their teaching. The behavior

results which causes the concern to class teachers includes aggression, disobedience,

disruption, hyperactivity, shyness, inertia, bullying, swearing, vandalism and self-

centeredness.

According to the journal of Theories of Aggression, 2008, Aggression is any

action that's intended to cause harm. Be it verbal or physical. Children may get the

behavior of being aggressive through watching violent movies, expose to heat, alcohol

and it maybe in terms of gender. Males are usually and more likely aggressive

physically, as more likely they would love to be involved in fist fighting. While women

tend to be more aggressive verbally, they are more likely involved in gossip and

spreading rumors.

According to Biological and Social Causes of Aggression, some biological

influences of aggression might be in human brains. The amygdala is the brain structure

which has been linked to aggressive behavior. It is also genetically influenced. Blood

chemistry can also be contributed to aggressive behavior. Alcohol can decrease the

sense of self-awareness and decrease the ability to accurately perceive the outcome of

aggressive act. Fear of punishment and disapproval may also cause aggressiveness

and to be displaced against some other target or oneself.

The most common complains, according to Hughes, 2011, is the disobedience in

children, where it occurs occasionally and is completely normal. Other factors may be is

the home environment. Think whether family members show respect to each other or if


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they have problems in the family. Yelling among parents and other members of the

family may deal excessive stress. The child who refuses to cooperate with adults may

as well strain their relationship among peers, parents, teacher and other adults in their

community. The child with conduct disorder may have a difficulty exhibiting positive

behavior and will struggle with their emotions.

Young children may express and inherit words long before they knew the true

meaning of it. They may have a clue but they could not stop uttering those certain word.

Often times, children would utter vulgar and insulting language even if they know that it

is offensive. Sometimes they would treat it as joke and unknowingly hurt the person

they refer to. The most common type of offensive language that can be observed

among children is name-calling; this may a form of insulting and threatening ones public

and self-image. (Children and Offensive Language)

Students that are most likely involved in these kinds of behaviors are most likely

to experience sleep disturbance and might have a difficulty in communicating with

others (Male, 2003). These student behaviors are the most common behaviors which

are observe in a common classroom setting, not only in the general education setting

but also in the special education setting. A teacher cannot stop a student on eliciting a

kind of behavior rather; a teacher can modify and improve his/her teaching strategies or

classroom environment depending on the needs of the students.

Teachers Perception

According to Carr, MA, 2004, childrens behavior often poses challenges to

teachers. They elicit behavior that causes irritation to teachers teaching large class


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ability. These often disrupt the normal operation of the classroom and teachers may find

this challenging to their ability to provide education for the child and also for their peers.

Attitudes of teachers towards mainstreaming and their pupils perception of their

classroom by Monsen & Frederickson, 2003 believed that teachers attitudes are

important factor in determining the success of the inclusive or mainstreaming education.

Teacher attitude played a significant role in creating an accepting environment to the

classroom. Students who display challenging behavior are most likely a major cause of

intense stress in the lives of the teachers (Male & May, 1997). Teachers feeling

towards student who elicited challenging behavior may include frustration, anger stress

and determination. In his study, teachers in the Kiernan cited that Aggression, social

disruption, temper tantrums and physical disruption are the most difficult behaviors

which are elicited by the students.

More likely, the students who elicited attention seeking, demand avoidance,

communication problems, stress interference with routines and provocation are

considered as the unpredictable challenging behaviors elicited by the students (Male,

2003). Teachers may have a tendency to isolate them from peers, reduce access to

curriculum, reduce opportunities for participating on activities and the risk for

themselves and as well as to the others.

Teachers attitudes are important in the learning of the students. They might view a

student with challenging behavior based on the physical appearance, kind of disability

or based on their previous experience. A teacher can somehow develop a modification

or adaptation upon knowing his/her perception on the student.


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Responsibility for these teachers is not something to be talked about, but to be

practiced. A teacher with positive attitude develops good responsibility among their

students. Encourage students who are more likely involved in misbehavior rather than

punish them. Accepting creativity and good humor environment may increase students

interest inside the classroom. Acceptance in each individual and welcome student with

different personality and promoting patience enables the teacher work with students

naturally and respects their own learning styles.

The study of Gourneau, 2005 focuses more on the effective attitudes of the teacher

that can make positive to the lives of their students. Genuine caring and kindness of the

teacher, a willingness to share the responsibility involved in a classroom, a sincere

sensitivity to the students diversity, a motivation to provide meaningful learning

experiences for all students, and an enthusiasm for stimulating the students creativity

are the most frequent discussed positive attitudes and actions of the teacher in

teaching. Students leave long lasting impressions on the teachers attitudes and

actions, thus, positive and effective teaching can be remembered fondly by their

students. Attitude and behavior also may have a severe impact on the practices and

value of the teacher.
http://suite101.com/article/teaching-and-student-responsibility-a171595http://suite101.com/article/teaching-and-student-responsibility-a171595http://suite101.com/article/teaching-and-student-responsibility-a171595


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Chapter 3

Research Methodology

This chapter presents the essential elements of the research process and

procedures employed in the study. It includes the discussions of the following parts: a.)

Research Design, b.) Participants, c.) Setting, d) Dependent Measure, and e.)

Procedures.

Research Design

This study entitled Attitudes of General Education Teachers towards the

Challenging Behavior of the Students with Special Needs is a quantitative research.

This study attempts to gather data and information about the teachers attitudes towards

the challenging behaviors that the students with special needs exhibit. The study

attempted to identify the attitude of general education teachers towards the challenging

behavior of children with special needs. The researchers decided to use the quantitative

approach for us to determine the general education teachers attitude towards

challenging behavior of the students with special needs through survey questionnaires

which will be designed by the researchers and validated with our adviser.

The descriptive research method used in this study was mainly the survey type

that involves the use of a rating scale. The researchers decided to use purposive

sampling method in which the researchers will randomly pick and select respondents on

the selected school with the permission of the school principal. Based on this survey,


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the researchers will now determine which of the following common behaviors that

influences most on the teachers perception through there means.

Participants

This study will use purposive sampling which means exhausting all teachers in

the third grade level. These are the teachers who are teaching in the third grade level

teaching in a regular classroom. With the permission of the principal, they will be given

letters of consent with an attached checklist/questionnaire and the purpose of the study.

Setting

The researchers choose the general education teachers of the City Central

School of Cagayan de Oro City, Philippines as the respondents of this study. This

school is known to be a common public school in the city proper of the city of Cagayan

de Oro. This school is also known to have both special education and general education

program in which the teachers of the general education program might have an idea of

what the special education is.

Dependent Measure

The Likert scale was used in the scoring procedure to determine the study attitudes and

academic performance of the respondents. The respondents were grouped accordingly

to the results from the questionnaire. Below is the scoring guidelines that were used in

the study:

A. Teachers Attitude


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a. Frustration

b. Anger

c. Exhaustion

d. Upset

Response Range Description

Always 3.704.00 horrible

Sometimes 2.803.69 poor

Rarely 1.902.79 Fair

Never 1.001.89 good

Procedure

The questionnaire that will be given to the respondents will be made fully by the

researchers and will be validated by the adviser/s. The questionnaire will be divided into

3 parts. First is the respondents profile name, age, years of teaching experience and

their background on special education. Second are the questions about the challenging

behaviour of the children with special needs, which will be answered by always, often,

sometimes and never, and the third are the questions about the teachers perception

towards the challenging behaviour of children with special needs, which will be

answered by Exhausted, Upset, Angry and Frustrated. Both the second and the thirds

part of the questionnaire will be answered through Ordinal Scaling; Never, Sometimes,

Often Always. The respondents will rate to what specific description they practice the

said statement as a means of coping with their situation. The mean was described into

four group that is; 3.70-4.00Always, 2.80-3.69Often, 1.90- 2.79Sometimes and


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1.00-1.89Never. The researcher will then measure the frequency of each perception.

The perception with the highest frequency will then be the answer.

References

Journal Studies:

Male, Dawn, 2003. Challenging Behaviour: The Perceptions of Teachers of

Children and Young People with Severe Learning Disabilities

Monsen, Jeremy J. & Frederick, Norah.,14 July 2003. Teachers Attitudes

Towards Mainstreaming and Their Pupils Perception of their Classroom Learning

Environment

Male, D. B. & May, D. S. (1997a) Stress, burnout and workload in teachers of

children with severe learning difficulties. British Journal of Learning Disabilities, 25, pp.

11721.Male, D. B. & May, D. S. (1997b) Stress, burnoutand workload in teachers of

children with special educational needs. British Journal of Special Education, 24 (3),

13340

Gourneau, Bonni. 2005. Five Attitudes of Effective Teachers: Implications for

Teacher Training.http://www.usca.edu/essays/vol132005/gourneau.pdf

John Carr, MA (Ed.). 2004. Managing Challenging Behaviour: Guidelines for

Teachers
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Poulou, Maria & Norwich, Brahm, 2000. Teachers Perception of Students with

Emotional and Behavioral difficulties: Severe and Precavlance

Emerson, E. 1995.[full citation needed]

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behaviour".Challenging Behaviour: Analysis and Intervention in People with Severe

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79444-2.

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Centre for Developmental Disability Health Victoria, 2005.

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Kowalski, R. M. (2003). Complaining, teasing, and other annoying behaviors.

New Haven, CT: Yale University Press.

http://www.cmu.edu/teaching/designteach/teach/problemstudent.html

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Craft, Harvey. 2010. Teacher Attitudes and Effective Discipline

http://suite101.com/article/teacher-attitudes-and-effective-discipline-a193431
http://www.cmu.edu/teaching/designteach/teach/problemstudent.htmlhttp://homepages.rpi.edu/~verwyc/oh10.htmhttp://www.davidjcarey.com/challenging_behavior_II.htmlhttp://suite101.com/harvey-crafthttp://suite101.com/harvey-crafthttp://suite101.com/article/teacher-attitudes-and-effective-discipline-a193431http://suite101.com/article/teacher-attitudes-and-effective-discipline-a193431http://suite101.com/article/teacher-attitudes-and-effective-discipline-a193431http://suite101.com/harvey-crafthttp://www.davidjcarey.com/challenging_behavior_II.htmlhttp://homepages.rpi.edu/~verwyc/oh10.htmhttp://www.cmu.edu/teaching/designteach/teach/problemstudent.html


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Appendices


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APPENDIX ALetter to the Management

Xavier UniversityAteneo de CagayanSchool of Education

Sir/Madame:

Good day!

One of the requirements of the fourth year students of Xavier University

School of Education is to conduct a research. Our group is working on a study

regarding on the perception of general education teachers towards the challengingbehaviour of children with special needs.

In line with this, the researchers would humbly ask for your participation in

this study. Your participation would be appreciated and would be of big help in our

research. Attached with this letter are consent and a questionnaire asking about the

respondents (the teachers) profile, and the perception towards the challenging

behaviour or children with special needs.

Rest assured that the results or any personal information about the

respondents will remain confidential.

Sincerely,

QUEENCEVILLE MARY P. PAGARAN

Research Head

Noted By:

MR. FREDERICK ESPIRITU

SPED 40 Instructor
http://www.facebook.com/queenie.liebe03http://www.facebook.com/queenie.liebe03


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APPENDIX BConsent Letter

________________________

________________________

________________________

I give my permission to serve as a subject in the research investigation entitled:

THE ATTITUDES OF GENERAL EDUCATION TEACHERS TOWARDS THE

CHALLENGING BEHAVIOR OF CHILDREN WITH SPECIAL NEEDS

Murielle Kaye F. Bacarro, Alexandra Anthea S. Danseco, Kristina Marie A. Lim,

Queenceville Mary P. Pagaran, Fahriva M. Somonod, from the School of Education,

Xavier University, have explained the nature and purpose of this study.I understand the confidentiality of the educational background of the students will be at

risk. Also, I understand that it is not possible to identify all potential risk in experimental

procedure, and I believe that reasonable safeguards have been taken to minimize both

the known and potentially unknown risks.

_________________________

Witness

(Signature over printed name)

________________________

Respondent

(Signature over printed name)

Date: _____________________


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CURRICULUM VITAE


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A. PERSONAL DATA

Name: Murielle Kaye F. Bacarro

Date of Birth: July 1, 1988

Place of birth: Cagayan de Oro City

Religion: Evangelical

Civil Status: Single

Home Address: Mahogany St., Carmen, Cagayan de Oro City

Fathers Name: Ruel B. Bacarro

Mothers Name: Luzminda F. Bacarro

EDUCATIONAL BACKGROUND

Tertiary Education: 4th

Year Bachelor of Elementary Education Major in

Special Education

Xavier University- Ateneo de Cagayan

Secondary Education: Shekinah Glory Christian School (2005)

Corrales Ave., Cagayan de Oro City

Elementary Education: Immanuel Mission School (2001)

Upper Zayas, Cagayan de Oro City


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PERSONAL DATA

Name: Kristina Marie A. Lim

Date of Birth: November 6, 1988

Place of birth: Cagayan de Oro City

Religion: Roman Catholic


Home Address: Block-6 Lot-4 Virginia Village, Iponan, Cagayan de Oro City

Fathers Name: Teotimo C. Lim, Jr.

Mothers Name: Zenaida A. Lim


Tertiary Education: 3rd

Year Bachelor of Elementary Education Major in

Special Education


Secondary Education: Corpus Christi School (2005)

Macasandig, Cagayan de Oro City

Elementary Education: Corpus Christi School (2001)

Macasandig, Cagayan de Oro City


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PERSONAL DATA

Name: Queenceville Mary P. Pagaran

Date of Birth: December 03, 1992

Place of birth: Iligan City

Religion: Roman Catholoc


Home Address: Xavier Heights Subd., Cagayan de Oro City

Fathers Name: Gerardo B. Pagaran

Mothers Name: Brenda P. Pagaran


Tertiary Education: 4th Year Bachelor of Elementary Education Major in

Special Education


Secondary Education: Xavier University High School

Ateneo de Cagayan (2008)

Pueblo de Oro, Cagayan de Oro City

Elementary Education: Prudens Futuri School (2004)

Pueblo de Oro, Cagayan de Oro City


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PERSONAL DATA

Name: Fahriva M. Somonod

Date of Birth: July 1, 1993

Place of Birth: Cagayan De Oro City

Religion: Roman Catholic


Home Address: Blk 21 Lot 7 Quirino St. Regency Plains Sub.

Fathers Name: Victor Jose V. Somonod

Mothers Name: Rosita M. Somonod


Tertiary Education: 4th Year Bachelor of Elementary Education Major in

Special Education


Secondary Education: Misamis Oriental General

Comprehensive High School (2008)

Velez St., Cagayan de Oro City

Elementary Education: South City Central School (2004)

Nazareth, Cagayan de Oro City

proposal research final (1)

Documents