This research examines the actual conditions for utilization of problematic behaviors displayed by disabled children at childcare classroom on kindergarten teachers with various backgrounds. In order to examine these, following two questions have been set up as follows: How are actual conditions for teacher's utilization of intervention techniques for problematic behaviors? This research surveyed 97 private kindergarten teachers and and private daycare center teacher working at Busan and Gyeognam area. Analyzed collected data was based on fundamental statistics such as the whole average, frequency, and percentage. The findings of from this research were as follows: It was effective to use multiple approach methods or behavior modification strategies in order to reduce the disabled children's problematic behaviors. Instead of using professional advice and attending training or workshops, teachers consulted with their students' parents or fellow colleagues and teachers. These results imply that teacher training programs should provide effective interventions techniques, that focus on the subjects and contents that teachers consider difficult to handle. To help teachers to manage problematic behaviors, we may need a system that can provide effective professional assistance whenever they need it. Such research results must provide the effective intervention methods, focusing on moments, such as planning of training or supporting programs for teachers, which teachers find difficult to confront. In order to help teachers to manage problematic behaviors effectively, we may need a system that can provide effective professional assistance whenever they need it.