Identifying Behavioral Problems Among Students With Learning Disabilities From Their Teachers' Point View

Abstract

Academic problems faced by students with learning disabilities (LD) have been a focus for both researchers and practitioners over the last decade. However, the behavioral aspects of students with LD, as well as the levels of these behaviors, have rarely been addressed. This study aimed to investigate the behavioral problems of students with LD in public and private schools in the Eastern Province of Saudi Arabia from the teachers' perspectives. A total of 122 teachers, selected from a population of 303 teachers working with students with LD in Saudi’s Eastern Province, participated in the survey.
The study identified the most prominent behavioral problems among students with LD, as perceived by teachers, including hyperactivity with distraction, sentimental behaviors, behaviors related to strange customs, and social behavior, while impulsive and aggressive behaviors were perceived as the least prominent.
Statistically significant differences were observed based on certain variables. Female teachers reported higher awareness of behavioral problems than their male counterparts. Kindergarten teachers and those who had completed professional courses on supporting positive behavior also demonstrated greater awareness. Finally, the study provided recommendations to educate teachers about the behavioral problems and disorders associated with learning disabilities, organize training courses for new teachers on managing these issues, and enhance the role of behavioral analysts.