Public elementary teachers' perceived effectiveness of behavior management approaches for students with autism

Date of Publication

2003

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Flordelina D. Ospick

Defense Panel Chair

Myrna R. Gigantone

Defense Panel Member

Perlita M. Jamoralin
Barbara David

Abstract/Summary

This study determines the public elementary SPED teachers' perceived effectiveness of behavior management approaches for students with autism. In this study, the behavior management approaches included positive reinforcement, negative reinforcement, token economy, modeling, shaping, fading, time-out, extinction, verbal aversive, and physical aversive. The study used the descriptive method of research. It involved 60 public elementary SPED teachers of students with autism enrolled in ten public elementary schools with SPED centers. The research instrument used in this study was adapted from the study of Orande (2002). The findings of the study revealed that verbal aversive is the behavior management approaches manifested by students with autism. The findings also showed that verbal aversive is the most effective behavior management approach in eliminating in appropriate behaviors of students with autism. Further, the findings indicated that physical aversive is the least effective behavior management approach in correcting inappropriate behaviors of students with autism.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03450

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

127 leaves ; 28 cm.

Keywords

Autism; Special eduction teachers; Behavior modification; Timeout method; Token economy (Psychology)

This document is currently not available here.

Share

COinS