First-Then Visual Support Technique To Increase Teacher’s Knowledge In Reducing Aggressive Behavior

Abstract

Children with special needs sometimes express their emotions through aggressive behavior toward others.  It’s a challenge for the teacher to be able to deal with aggression in special needs children. Therefore, it’s necessary for teachers to have knowledge about techniques to deal with aggressive behavior. The study aims to assess the effectiveness of the first-then visual support technique to increase teachers’ knowledge to reduce the aggressive behavior of students with special needs. This study was conducted based on quasi-experimental research with a pretest-posttest design with a single case experiment involving 5 teachers at kindergarten X in Semarang aged 30-35 years. The questionnaire is used to measure the teacher’s knowledge about aggressive behavior and the first-then visual support technique. Data was analyzed using SPSS 22.0 with non-parametric Wilcoxon analysis. The result showed that there is a significant difference between the teacher’s knowledge before and after the session (Z= -2.041, p= .041). The posttest’s mean score (M= 18.00) is higher than the pretest’s mean score (M=8.00). This study found that the session effectively increase teachers’ knowledge related to aggressive behavior and first-then visual support to reduce the aggressive behavior of students with special needs.

Keywords: Aggressive; First-Then Visual Support; Special Needs.