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Journals / International Journal of Social Sciences and Education Research / 2022 / Cilt: 8 - Sayı: 2

Determination of special education teachers’ knowledge levels on the behavioral intervention techniques

Şeyda DELLALOĞLU GÖĞEBAKAN
Elif SAZAK
Pages
120–134
Publication Date
2022-04-30
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

All the results have been discussed in the context of the importance of behavioral intervention, current conditions, and requirements of the process.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research aims to determine the knowledge levels of special education teachers on the behavioral intervention techniques that are commonly used during the behavioral treatment of their students and to examine whether the demographic variables have effects on teachers’ knowledge levels or not.
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Key Findings & Data:Within the scope of research, data was collected from 295 special education teachers from 10 different cities.
💡
Conclusion & Impact:All the results have been discussed in the context of the importance of behavioral intervention, current conditions, and requirements of the process.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Special education teachers · Behavioral treatment · Behavioral intervention techniques

Abstract

This research aims to determine the knowledge levels of special education teachers on the behavioral intervention techniques that are commonly used during the behavioral treatment of their students and to examine whether the demographic variables have effects on teachers’ knowledge levels or not. Within the scope of research, data was collected from 295 special education teachers from 10 different cities. The data is collected through the Knowledge Test of Frequently Used Behav-ioral Intervention Techniques (F-BIT) and Demographic Information Forms that are already developed, valid, and reliable by the researcher. Later on, the data has been analyzed through descriptive statistical techniques. As for the results, the lowest grade that is obtained from the knowledge test was 5 and the highest was 30 while the average was 21 and the standard deviation was 4,74. During the research, it has been determined that knowledge levels of teachers are limited and gender does not have any effect on these limited levels. All the results have been discussed in the context of the importance of behavioral intervention, current conditions, and requirements of the process.

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Cite This Article

GÖĞEBAKAN, Ş. D., SAZAK, E. (2022). Determination of special education teachers’ knowledge levels on the behavioral intervention techniques. International Journal of Social Sciences and Education Research, Cilt: 8 - Sayı: 2, 120–134. https://ajindex.com/articles/414350

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