THE DEVELOPMENT OF BULLYING COPING SKILLS AMONG LOWER SECONDARY SCHOOL STUDENTS WITH SPECIAL NEEDS THROUGH INTERACTIVE VIDEO AND ROLE-PLAYING

Abstract

This study aimed to compare the bullying coping skills of lower secondary school students with special needs before and after receiving instruction through interactive video combined with role-playing. The study employed a quasi-experimental one-group pretest–posttest design. The participants consisted of five students with special needs studying in an inclusive classroom at a school under the jurisdiction of the Secondary Educational Service Area Office Bangkok 1. The participants were selected using purposive sampling. The research instruments included lesson plans, interactive video materials, a behavioral observation form, and a situational assessment of bullying coping skills. Data were analyzed using descriptive statistics, including mean scores, percentages, and content analysis. The findings indicated that, after the intervention, most students demonstrated improvement in their bullying coping skills. The mean score increased from 20.20 to 24.00, representing an 18.81% improvement. Four students showed higher scores, while one student maintained the same score. In addition, behavioral observations conducted during the intervention indicated that students increasingly demonstrated the ability to cope with simulated bullying situations independently. These findings suggest that instruction using interactive video combined with role-playing may help promote bullying coping skills among students with special needs.