Teachers who provide special education to students with disabilities are under a lot of pressure due to their additional workload when compared with general teachers. One study shows that a primary cause of these teachers’ stress is the disruptive and aggressive behaviors that the students exhibit during class. Teachers’ occupational exhaustion has negative influence on the teacher-student relationship, affecting students in negative ways as well as teachers themselves. Studies show that the job burnout experienced by these teachers results in teachers’ negative psychological, physical and behavioral symptoms; this may even cause the teachers to leave their jobs.
The most effective intervention in handling problem behaviors of students with disabilities is the behavioral treatment that is based on the applied behavior analysis (ABA). However, studies reveal that teachers show limitations in ways to cope in professional and effective ways when they encounter their students’ problem behaviors.
The purpose of this study is to examine the effectiveness of the manual ‘Problem Behavior Therapy’ developed by Seoul National Hospital and Behavioral Psychology Lab in 2013. Through this study, we want to provide teachers with 1) specialized knowledge and appropriate coping strategies focusing on students’ problem behaviors and 2) educational training opportunity for effective management of problem behaviors. Moreover, we expect to decrease the level of teachers’ psychological distress and job burnout through this training. Also, we aim to explore the effectiveness of indirect intervention on students’ problem behaviors.
JIYOUNG, NOH : email@example.com