Abstract:
The ministry of Public Health and Sanitation in Kenya together with ministry of Education recognizes that mental wellbeing is important in psychosocial well being and cognitive development of children. They point out that learners with emotional and behavioural problems may engage in truancy, delinquency, drug and substance abuse and other anti-social behaviour. If not addressed these problems may lead to poor academic performance, school dropout as well as criminal and antisocial behaviour. Teachers Perception of the causes of challenging behaviour may influence the way they respond to and manage challenging behaviour presented by learners with developmental disabilities. However, there is relatively dearth of research into this area. Little is known about how their perception of causes of challenging behaviour may influence the choice of management strategies. The purpose of the present study was to establish the relationship between teacher’s perception of causes of challenging behaviour and the choice of management strategies. Descriptive survey and correlation research design were adopted for the present study since they have been established as the best research paradigm for investigating behaviour. The study involved 106 teachers teaching in public primary schools that had learners with ASDs. The study used checklists, questionnaires, interview schedules, observation checklists, and document analysis guide. Ethical approval was sought from Maseno University. The perception of causes of challenging behaviour was moderately correlated to the choice of management strategies such as sociological factors and social stories, (r=0.521, p<0.01) and sociological factors and TEACCH strategy (r=0.435, p<0.01). . Efforts to be made by schools to address the teachers’ perception of causes of challenging behaviour as it has an influence on their choice of management strategies.
