ABSTRACT

Challenging behaviour is a problematic issue for students with intellectual disability, including those in special education settings. While there is a need to address challenging behaviour in these schools, most Vietnamese classroom teachers struggle to deal with those behaviours due to their lack of effective strategies. In response, this first study was the initial part of a two-phase project that investigated the outcomes of professional development and learning for teachers and students in the Vietnamese context. The main purpose of this study was to pilot the design, research procedures, and instruments of the whole project. Participants were students with intellectual disability and challenging behaviour, and their teachers in Vietnamese special education settings. Both quantitative and qualitative data were collected to determine the outcomes of the teacher professional development and learning program through changes in the perception, understanding, level of confidence, strategies of teachers in using Function-based Intervention as well as challenging and replacement behaviours of target students. Insights obtained from this study will help determine the direction of the second phase of the project.

摘要

具有挑战性的行为对于智障学生来说是一个棘手的问题，包括那些在特殊教育环境中的学生。虽然需要解决这些学校的挑战性行为，但大多数越南课堂教师由于缺乏有效策略而难以应对这些行为。作为回应，第一项研究是一个两阶段项目的初始部分，该项目调查了越南教师和学生的专业发展和学习成果。本研究的主要目的是对整个项目的设计、研究程序和仪器进行试点。参与者是有智力障碍和具有挑战性行为的学生，以及他们在越南特殊教育环境中的老师。收集定量和定性数据以确定教师专业发展和学习计划的结果，通过感知、理解、信心水平、教师使用基于功能的干预的策略以及目标学生的挑战和替代行为来确定教师专业发展和学习计划的结果. 从这项研究中获得的见解将有助于确定项目第二阶段的方向。