This study aimed at Identifying the differences in the maladaptive behaviors tolerance between the effective special education teachers and noneffective teachers and the strategies of their dealing with such behaviors. The sample of the study consisted of 132 special education teachers selected at random. Evaluation of the Performance of the selected members of the sample was made on the standard of effectiveness for special education teachers and thus teachers were divided Into three categories. - The first category is effective teacher. whose evaluation exceeded 75 percentile and their number is 34 teachers. - The second category Is moderate effective teachers whose evaluation range between 25-75 percentile and their number is 66 teachers. - The third categories Is the noneffective teachers whose evaluation below 25 percentile and their number is 32 teachers. In order to measure the level of maladaptive behaviors tolerance, an instrument was developed, it contained 47 items of might common maledeptive behaviors. These are: aggressiveness. hyperactivity. social with drawal. anxiety and (ear. disobedience and passiveness, annoyance. stereotype behavior and moral problems. the instrument then validated. The sample members were requested to respond to each behavior at the tolerance level of this behaviors standard graduated from less tolerance to excessive level they were also requested to Identify straights used with these behaviors end mention the strategy. The results of means and standard deviations revealed that the tolerance level woe so high for effective teachers. followed by moderate effective teachers. end noneffective teachers respectively. Conclusions further revealed that effective teachers tolerates the maladapted behaviors at higher level than noneffective teachers. The behaviors of anxiety and fear those highly tolerated by effective teacher. next comas the behavior of social withdrawal. aggressiveness end moral problems were the least behaviors tolerated by the effective teachers. The discriminant analysis results revealed that each of the social withdrawal behavior. anxiety and fear. moral problems, disobedance and passiveness and hyper activity behaviors All contributed greatly to differentiates: between effective end noneffective teachers. where as the behaviors of annoyance. stereotype and aggressiveness contributed at lesser degree. The results of the strategies Indicated to revealed that effective special education teachers had used different strategies in dealing with these behaviours. they used the strategies of increasing the behavior so highly such as: all types of reinforcement. Joing group games. participation of parents as were As strategies of shaping behavior such as modling. prompting and behavior shaping. Where an noneffective teachers used the strategies of decreasing behavior such as deprivation. physical punishment, time out and neglection. and verbal warning. These conclusions further revealed that the effective teachers wend strategies that were not used by noneffective teachers such as over correction, dialoges and discussion. reconciliation and excuse as veil as assign leadership roles to the students concerned.
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