Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.638343
Title: Teachers' perspectives on intervention strategies for pupils with self-injurious behaviour
Author: Ntinas, K.
Awarding Body: University of Wales Swansea
Current Institution: Swansea University
Date of Award: 2000
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Abstract:
The research included in this thesis assessed the perspectives of 91 teachers of pupils with several learning difficulties on intervention strategies towards self-injurious behaviour. Self-injurious behaviour is a serious behaviour-problem, which occurs to more than 14% of learners with severe learning difficulties and impedes their education. Thus, its elimination opens the pathway to education. However, despite the wealth of research the quality of practice remains low. This is natural to expect, since rarely teachers have access to specialist training and even worst this is usually irrelevant to the teachers' needs and perspectives. The purpose of this investigation is to gain evidence for teachers' preferences and needs in order to develop relevant training that could close the gap between research and practice. The teachers perspectives and needs have been defined theoretically in the review of the literature and verified by the results of the investigation. Teachers present the constructive perspective to intervention, and exclude the option of severe punishment but not of moderate punishment. This stands in harmony with the suggestions of the review of the literature for the use of constructive but not strictly non-punitive interventions. However, the possibility that teachers can deliver in practice their perspective is challenged, since their ability in using the advanced behaviour technology available is arguable. Finally, a form of training tailored to the teachers' perspectives as they emerge from the results of the investigation is proposed.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.638343  DOI: Not available
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