Finnish Lower Secondary Special Needs Teachers’ Reported Responsibilities and Supports for Students With Behavioral Problems

Abstract

The current foundational study addressed the views of a stratified random sample (n = 217) of Finnish special needs teachers in grades 7–9, related to their views on supports for students with behavior problems. Seventy-eight (36%) special needs teachers responded to the survey, which focused on their views concerning two issues: (a) their responsibilities in terms of providing behavioral supports, cognitive-behavioral interventions, collaborating with others to address student behavior, and developing teacher–student relationships; (b) the specific strategies that they actually implement, which focused on the aforementioned approaches, as well as Check-In/Check-Out procedures, monitoring student behavior, and individualizing supports. The survey also queried participants on the frequency of use, and if an intervention is not used, the reason(s). Finally, special needs teachers provided an open-ended response to what they viewed as the greatest challenge in managing student behavior. With the exception of two behavioral interventions, every other intervention had at least 90% of respondents who Agreed or Strongly Agreed that the approaches were their responsibility. Concerning the approaches that special needs teachers implement, 75% of participants reported using cognitive-behavioral intervention Often or Sometimes. The use of other approaches was quite varied. Additional results and implications for research and practice are provided.