Parent and teacher perceptions of challenging behavior in their children and students with charge syndrome
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Parent and special educator perceptions of challenging behaviors are very important portions of the assessment process leading to the development of an appropriate Individual Education Plan (IEP) for children with CHARGE syndrome. Parents and special education teachers may view the child in similar ways; however, they need to encourage each other about possible future outcomes and “not limit their expectations” (Salem-Hartshorne & Jacob, 2005, p. 267). Research correlating how parents and special education teachers and related-service providers perceive the challenging behavior of children with CHARGE syndrome is necessary to show support for the collaborative Individualized Education Plan (IEP) process. This quantitative nonprobability survey research study utilized the Survey for Parents of Children with CHARGE in Regards to Behavior Problems instrument (Hartshorne & Cypher, 2004) to survey parents’ perceptions of challenging behavior of their children with CHARGE syndrome. Teachers of the same children were nominated by the parents through the snowballing process to participate in a one-word adapted and author approved version of the same survey called the Survey for Teachers of Children with CHARGE in Regards to Behavior Problems instrument (Hartshorne & Cypher, 2004). Results in perceptions of challenging behaviors for children with CHARGE syndrome were compared using descriptive statistics and multivariate analysis (MANOVA) between participant groups.