Exploring the Antecedents and Consequences of Challenging Behavior in Learners with Down syndrome: an Intervention for Teachers on Functional Behavior Assessment at Deborah Academy
DOI:
https://doi.org/10.70152/jees.v3i1.351Article Metrics
Keywords:
challenging behavior, developmental disabilities, down syndrome, functional behavior assessment, teachersAbstract
The purpose of this study was to evaluate functional behavior assessment (FBA) training for teachers on teaching children with Down syndrome who present challenging behaviors at Deborah Academy of Ethiopia. The intervention consisted of a two-week training program to diagnose this behavior and apply interventions. Results indicated considerable improvement in teachers’ levels of confidence and competence in handling difficult behaviors. Teachers reported having more access to information about why students acted out and could deliver better interventions sin response. The other results were observed: disruptive issues were reduced and a positive classroom climate. FBA training can offer useful materials to educators with students who display challenging behaviors such as Down syndrome students. It allows teachers to learn systematically as a result of the method, which is good for both student and teacher.
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Copyright (c) 2026 Misahun Shumetu, Asmerom Tekle, Deborah Foundation
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