Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub- County, Kiambu County, Kenya

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dc.contributor.authorGathua, Joseph
dc.contributor.authorMuthee, Jessica
dc.contributor.authorMurugami, Margaret
dc.contributor.authorTekle, Tesfu
dc.date.accessioned2017-05-08T12:13:21Z
dc.date.available2017-05-08T12:13:21Z
dc.date.issued2015
dc.descriptionResearch Articleen_US
dc.description.abstractIdentification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were; to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior disorders as well as add to the existing literature on learner disorders.en_US
dc.description.sponsorshipNational Commission for Higher Education (NCHE) of Eritreaen_US
dc.identifier.citationJournal of Education and Practice Vol.6, No.33, 2015en_US
dc.identifier.issn2222-1735
dc.identifier.issn2222-288X
dc.identifier.urihttps://eric.ed.gov/?id=EJ1083501
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/17148
dc.language.isoenen_US
dc.publisherInternational Institute of Science, Technology and Educationen_US
dc.subjectEmotional Behavior Disordersen_US
dc.subjectInterventionsen_US
dc.subjectLearnersen_US
dc.subjectTeachersen_US
dc.titleAnalysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub- County, Kiambu County, Kenyaen_US
dc.typeArticleen_US
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