TO ESTABLISH PEER SUPPORT STRATEGIES FOR DECREASING OUT-OF-SEAT BEHAVIOUR FOR LEARNERS WITH AUTISM SPECTRUM DISORDERS IN SPECIAL SCHOOLS, EMBU COUNTY, KENYA

Abraham Gitonga Mutua, Joyce A. Ogogo

Abstract


The study sought to establish peer-support strategies used in decreasing out-of-seat behaviour for learners with Autism Spectrum Disorders in special schools, in Embu County, Kenya. The study used Abraham Maslow's hierarchy of needs. This theory states that the motivation of human needs is acquired at different levels. The study adopted a survey research design. The study target population were 25 headteachers, 48 teachers, 65 parents and 5 EARCS from 2 special schools and 23 special units in Embu County. Purposive sampling was employed. The sample size constituted 20% of 25 schools, 5 head teachers, 32 teachers, 10 parents, and 5 EARCs translating to 62 respondents. Questionnaires were used to collect data from the headteachers and teachers, an interview schedule was conducted on parents/guardians and an observation checklist was used to observe learners with Autism Spectrum Disorders in class. Piloting was done at St. Monica School for Intellectual Disabled to enhance the validity and reliability of the research instruments. Data were analysed using Statistical Package for Social Sciences (SPSS) computer presented program and findings were presented in form of frequency distribution tables, bar graphs and pie charts. Findings of the study revealed that most teachers have existing self-management techniques aimed at reducing out-of-seat behavior. The pupils were generally happy with the techniques the teachers had set together. Similarly, the teachers were happy to carry out the existing peer support techniques to reduce out-of-seat behavior. Most teachers strongly agreed that by observing what peers do, children develop self-efficiency. The study concluded that the use of peer support strategies play a significant role in behaviour change among children with ASD because the strategy enables them to come together, share experience and decide on solutions to a common challenge. The study recommended that the Ministry of Education should put in place measures to compel schools through monitoring and capacity building such as training to ensure that SNE learners’ are appropriately placed. The government should allocate extra funds to public primary special schools to help them procure materials for SNE learners to prepare the schools for the implementation of SNE curriculum. Further research should be carried out in all counties in Kenya on peer-support strategies for decreasing out-of-seat behaviour in learners with Autism Spectrum Disorders. Similarly, other areas regarding learners with Autism Spectrum Disorders should be explored.

 

Article visualizations:

Hit counter


Keywords


Autism Spectrum Disorders, peer support strategies, out-of-seat behavior, peer

Full Text:

PDF

References


Aloka, P. J., Kinyanjui, M. W., Mutisya, S. K., Ndeke, F. N., & Nyang’ara, N. M. (2015). Classroom Reinforcement Schedules and Their Effectiveness in Selected Kenyan Primary Schools. Journal of Educational and Social Research, 5(3), 41-41.

Attwood, T. (2007). The complete guide to Asperger's syndrome. Jessica Kingsley Publishers: London.

Bello-Mojeed, M., Ani, C., Lagunju, I., & Omigbodun, O. (2016). Feasibility of parent-mediated behavioural intervention for behavioural problems in children with Autism Spectrum Disorder in Nigeria: a pilot study. Child and Adolescent Psychiatry and Mental Health, 10(1), 1-8.

Bruce, I. A., Valero, M. R., Sadadcharam, M., Henderson, L., Freeman, S. R., Lloyd, S., & Green, K. M., (2016). Compliance with cochlear implantation in children subsequently diagnosed with Autism Spectrum Disorder. Cochlear implants international, 17(4), 200-206.

Clements, J. and Zarkowska, E. (2000). Behavioural concerns and Autistic Spectrum Disorders. Jessica Kingsley Publishers: London.

Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social, & academic development. Paul H. Brookes Publishing.

Muehl, D. (2015). The effectiveness of self-regulating strategies on on-task behaviors of a student with attention deficit hyperactivity disorder. OPUS Research & Creativity IPFW.

Mugenda, O. M. & Mugenda, A. G. (1999). Research methods; Qualitative and Qualitative Approaches, Nairobi: Acts Press.

Mwambili, J. and Wamugunda (2007). Introduction to learning disabilities, Nairobi KISE.

Ndurumo, M. M. (2002). Introduction to psychology. Nairobi, KISE.

Neuman, W. L. (2000). Criminal justice research methods: Qualitative and quantitative approaches. Boston: Allyn and bacon.

Ngugi M. W. (2002). Introduction to inclusive Education, Nairobi, KISE

Ogogo, J. A. (2019). Peer-Mediated Support Strategies for Enhancing Social Interaction Skills of Children with Autism Spectrum Disorders in Public Primary Schools, Migori County, Kenya (Doctoral dissertation, Kenyatta University).

Williams, P. W. (2009). Assessing mobile learning effectiveness and acceptance (Doctoral dissertation, The George Washington University).




DOI: http://dx.doi.org/10.46827/ejse.v8i4.4474

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).