Managing challenging behavior is a common problem in the education of children with mild intellectual disabilities and related autism spectrum disorders. The occurrence of challenging behavior is influenced by individual factors (individuals’ cognitive abilities, adaptive skills, social skills, emotional state, etc.) and social factors (structure and adaptability of the environment, teachers’ work and approaches, classmates’ behavior and reactions, etc.). Challenging behavior that persists for a long time and is inadequately addressed lowers the individual’s quality of life, which can lead to academic failure, social exclusion, poor self-esteem, and emotional distress. The pyramid model of positive behavior support is a multi-tiered framework that distinguishes between preventive and corrective strategies. Preventive strategies are focused on providing physical and work structure, setting rules, and adapting communication. Teaching strategies are individualized, so they can support individuals’ special needs and interests. If preventive strategies alone are not sufficient, systematically planned corrective strategies based on functional behavior assessment are needed. When we understand the function of challenging behavior, we can change it. The main goal of positive behavior support is reinforcing wanted and socially accepted behavior. Support strategies are individualized, based on individuals’ strengths and potential. Social learning in real-life situations is needed, especially the gradual teaching of wanted behaviors and the development of emotional literacy, social-communication skills, and self-control.
Four special education teachers (in the first educational period of an adapted program with a lower educational standard) were included in the study. We were interested in how they cope with challenging behaviors and in what ways they manage them. Their answers showed that behavioral problems in children with (mild) intellectual disabilities and autism spectrum disorders are a heterogeneous phenomenon, which is reflected on a continuum from milder forms (e.g., defiant behavior) to more severe forms (e.g., aggression, self-harm, and destructive behavior). The variety of reported behaviors presents a need for flexibility for special education teachers and their professional development (lifelong learning). Their practical experiences have confirmed the complexity of implementing positive behavior support strategies in classrooms, where teachers are often torn between curriculum realization and managing behavioral issues as a priority. All participants were unanimous in their reluctance to punish. As the most effective strategies, they identified token economy, social rewards (e.g., praise, affirmation, attention), material rewards (e.g., a toy or activity that the child likes), and withdrawal of privilege (in cases of rule violations). Positive behavior support, in their view, enables active social inclusion and positive interpersonal relationships, which are the foundation for successful academic work. They pointed out that dealing with behavioral problems is very stressful for them, so teamwork with colleagues and parents and emotional support are particularly important.
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