Controlling the Mutual Bullying Behavior of Children with Special Needs by Applying Behavioral Techniques

Abstract

To study the efficiency of behavioral strategies in minimizing the bullying behavior in special education kids. The Quasi Experimental research model with pretest and post test was applied among 25 children with special needs. Data were collected through the Revised Olweus Bully/Victim Questionnaire and Behavioral Techniques Evaluation Scale. SPSS 23 was used to analyze data. Findings of the study revealed that bullying behavior among special education children decreased significantly following intervention. There was no significant difference in victimization scores between pre-test and post-test. It was also found in the study that proper and effective application of behavioral techniques can lower significantly the prevalence of bullying behaviors among children with special needs. In addition, the research indicated that participation in the intervention program is essential to success. There were no gender differences in the success of the intervention. The findings of the study have significant implications for creating effective interventions to decrease bullying behavior among children with special needs. The research indicates that behavior techniques interventions are effective in decreasing bullying behavior, as found in earlier research. Also, the study underscores the need for participant cooperation in the efficacy of behavioral interventions in curbing bullying behaviors. The findings of the study can inform future research on interventions aimed at managing bullying behaviors among special education children and guide the design of effective approaches to curbing bullying behaviors in schools.