Challenging Behaviors among Students with Severe Developmental Disabilities in Saudi Arabia: Impact of Socio-Demographic Differences

Autor/in	Aldabas, Rashed
Titel	Challenging Behaviors among Students with Severe Developmental Disabilities in Saudi Arabia: Impact of Socio-Demographic Differences
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 2, S.304-316 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aldabas, Rashed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.1953939
Schlagwörter	Behavior Problems; Students with Disabilities; Severe Disabilities; Developmental Disabilities; Foreign Countries; Severity (of Disability); Correlation; Symptoms (Individual Disorders); Gender Differences; Age Differences; Instructional Program Divisions; Student Placement; Incidence; Saudi Arabia + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Severe disability; Schwerbehinderung; Entwicklungsstörung; Ausland; Schweregrad; Korrelation; Psychiatrische Symptomatik; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schülerpraktikum; Vorkommen; Saudi-Arabien
Abstract	This study aimed to explore the prevalence of challenging behaviors (CBs) associated with students with severe developmental disabilities (SDDs) as rated by their teachers. The study also attempted to examine whether the occurrence and intensity of CBs might depend on certain socio-demographic variables. Data was collected using a questionnaire to rate the prevalence of CBs in 687 students with SDDs. Results indicate that social problems, stereotypical behaviors, and disobedient behaviors were estimated to be the most prevalent of CBs among such students. Positive correlations were confirmed between the type of disability, gender, age, school grade, educational placement, and the prevalence of CBs among students with SDDs. Implications for educational practice and recommendations for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01