Classroom Behavior Problems for Students with Autism Spectrum Disorder and Treatment Techniques Using Applied Behavior Analysis from the Point of View of Teachers in Inclusion Schools

Abstract

The study aimed to identify the classroom behavioral problems of students with autism spectrum disorder and their treatment techniques using behavior analysis among teachers in light of the variables of gender and experience. The descriptive approach was followed in this study. The study sample consisted of (42) autism teachers in the inclusion schools in Riyadh, Saudi Arabia. A questionnaire of (28) technical items and (25) problem items was used to collect data from the study participants. The study reached the following results. The list of behavioral problems was moderate, the most noticeable was frequent movement, and the least noticeable problems were panic and anxiety attacks. As for the order of treatment techniques, the most used methods were methods of forming new behaviors, then methods of organizing post-stimuli to strengthen appropriate behavior, followed by methods of organizing post-stimuli to reduce disturbing behavior. Also, no statistically significant differences were shown due to the gender variable in all fields, except for methods of organizing post stimuli to reduce disturbing behavior and methods of forming new behaviors. The differences came in favor of females. In addition, no statistically significant differences were revealed due to the variable of years of experience in all fields, except for methods of forming new behaviors. The differences came in favor of more years of experience. The study recommended the necessity of designing training programs that meet the needs of teachers working with autistic children using techniques of applied behavior analysis.