Proposed intervention program for deaf and hard-of-hearing high school students with behavior problems

• Main Author: Capili, Marlene B.
• Format: text
• Language: English
• Published: Animo Repository 2005
• Subjects: Deaf > Education; Deaf > Services for; Operant behavior; Behavior therapy; Counseling in education of the deaf; Deaf children > Education; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/3345; https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10183/viewcontent/CDTG004000_P.pdf
• Institution: De La Salle University

The present investigation generally aimed to evolve a proposed school-based intervention program and home-based intervention program. The study focused on the sophomore high school students at the Philippine School for the Deaf. In order to achieve the objectives of the study, the descriptive developmental method was utilized for the research. The respondents were the teachers and parents of the second year high school students. The respondents respective views regarding the students behavior problem in school and at home were investigated using standardized inventory tests the Sutter-Eyberg Student Behavior Inventory (teacher rating scale) and the Eyberg Child Behavior Inventory (parent rating scale). The students who were identified as having behavior problems based on the instruments used were the main focus of the study. The population of the second year high school students at Philippine School for the Deaf consisted of 84 students with 8 teachers handling them. Each teacher rated the students in her class using the standardized inventory test for teachers. Of the 84 study population, 68 inventory tests were retrieved. One parent per child was given the standardized inventory test for parents and 50 were retrieved. A total of 58 respondents consisting of 50 parents and 8 teachers participated in the assessment of behavior problem among the sampled population and a total of 118 students had been rated by the respondents. The Intensity Scale had a higher percentage than that of the Problem Scale as perceived by the teachers. This suggests that the teacher may be indifferent to the vi child's problems or may be defensive about being able to manage classroom behavior. The Problem Scale had a greater percentage than that of the Intensity Scale as perceived by the parents who might have had low tolerance for the normal misbehaviors of the child; might have unrealistically high expectations for children's conduct or an authoritarian parenting style; might have limited understanding of child's behavior and the kinds of behavior problems that are developmentally appropriate; and the parents might be attempting to cope with chaotic and difficult circumstances and got overwhelmed by stressors of child rearing. Proposed intervention programs were designed to address the most common behaviors as perceived by the respondents. Findings revealed that among the second year high school students with hearing impairment at the Philippine School for the Deaf, 42 students would need to receive school-based programs and 35 students would have to participate in home-based programs.