The Study of Problem, Guideline and Needs of Repetitive Behaviors Management in Phitsanulok Special Education School
DOI:
https://doi.org/10.14456/psruhss.2023.43Keywords:
Problem condition, Guideline and needs, Repetitive behaviors, AutismAbstract
The purpose of this research is to study the problem conditions, guideline and needs for handling with repetitive behavior problems of children with autism in Phitsanulok special education schools. Population is teachers for 57 children with autism at the age of 3-8 years. These teachers work for regional Special Education Center7, Phitsanulok, SuperKids School Phitsanulok, and PhitsanulokPanyanukul School. A tool used for this research is a questionnaire on problem conditions, approach and demands for handling with repetitive behavior problems of children with autism. The questionnaire is formed with data collected from interviews and quantitative analysis.
A statistical tool used is mean (μ) and standard deviation (σ). The results of this research can be shown as the overview of each aspect following: 1) Teaching condition was at the high level. Repetitive behavior problems were of the lower-order repetitive behaviors (LRBs) group rather than the higher-order repetitive behaviors (HRBs) group. 2) Teaching obstacle was also at the high level. Children with autism who lack the concentration and attention on class activities are likely to interrupt or disturb their friends in class. Consequently, teachers have to spend more time and choose more suitable activities. 3) Management model was at the highest level. After each topic of this model was carefully considered, it can be clearly stated that teachers decided to choose 3 types in order of frequency to deal with repetitive behaviors: exercise, behavior modification, and sensory motor integration. 4) Demand to develop teaching was at the highest level. There have been a lot of demands on crossdisciplinarity by gathering knowledge of various sciences developed to be new knowledge with the purpose of dealing with these problems respectively: first, repetitive behavior problems; next, efficient teaching forms; then action teaching skill development, and finally fundamental knowledge development.
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