Behavior modification techniques used by teachers in selected schools in Quezon City for preschoolers with ADHD

• Main Authors: Chua, Lalaine Lavida L., Cometa, Bernadette Joy R.
• Format: text
• Language: English
• Published: Animo Repository 2006
• Subjects: Behavior modification; Attention-deficit hyperactivity disorder; Behavior disorders in children; Reinforcement (Psychology); Early childhood special education; Early Childhood Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_bachelors/18593; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=19107&context=etd_bachelors
• Institution: De La Salle University

This descriptive study was conducted in order to determine the preschool SPED teachers’ perceived frequency of use, of the behavior modification techniques for preschoolers with attention deficit hyperactivity disorder or much known as ADHD. In this study, the behavior modification techniques included: primary reinforcement, secondary reinforcement, social reinforcement, activity reinforcement, token economy, modeling, and contact setting. Journals, books and other online materials were browsed through and researched upon to develop the framework. Concepts were integrated and adapted into the study, and validated by nine SPED teachers. Among the four selected schools in Quezon City catering to ADHD students, as per inquiry and study made, it was found that no common behavior modification technique is used across schools to manage inappropriate behaviors exhibited by the preschoolers with the ADHD condition. Finally, after knowing the behavior variations of ADHD preschoolers, the researchers wish to suggest that teachers continuously experiment using the different approaches to determine which among these techniques is most appropriate for certain behaviors, and if necessary implement the use of two or more techniques together. Preschool SPED teachers must regularly update themselves to remain at par with the recent development in behavior management.