The current study aimed to identify the extent of employing teachers of students with autism spectrum disorder on positive behavior support practices in Tabuk city. The study followed the descriptive analytical approach, and the study sample consisted of (75) teachers of students with autism spectrum disorder. The researcher used a questionnaire on employing teachers on positive behavior support practices (prepared by the researcher). The results of the study showed that there were no statistically significant differences between males and females in the study sample regarding positive behavior support practices. There were also no statistically significant differences between those who obtained a bachelor's degree and those who obtained a master's degree in the study sample regarding positive behavior support practices. There were also no differences in the degree of positive behavior support practices between groups according to the variable of teacher experience in the areas of organizing the classroom environment, classroom instructions, teaching social skills, reinforcing desired behaviors, and generalizing positive behaviors, while the results indicated that there were differences in the degree of positive behavior support practices between groups according to the variable of teacher experience in the areas at a significance level of (0.05). In the field of collecting and analyzing data, visual support methods, gestural prompts, and the total score of positive behavior support practices. To determine the direction of significant differences, the Scheffe test for post-comparisons was used and it was found that there were differences in favor of individuals with more than 10 years of experience. Finally, there were no differences in the score of positive behavior support practices that were attributed to the autism level variable. The study recommended the development of training programs aimed at educating parents using a positive behavior support approach, which may help alleviate the severity of behavioral problems in their children.
Al-Ghamdi, M. A. N., & alatawi, A. (2025). The extent to which teachers of students with Autism Spectrum Disorder implement Positive Behavior Support practices in Tabuk.. المجلة التربوية لکلية التربية بسوهاج, 136(136), 659-715. doi: 10.21608/edusohag.2025.403728.1759
MLA
Mishaal Abdullah Nasser Al-Ghamdi; abdullah alatawi. "The extent to which teachers of students with Autism Spectrum Disorder implement Positive Behavior Support practices in Tabuk.", المجلة التربوية لکلية التربية بسوهاج, 136, 136, 2025, 659-715. doi: 10.21608/edusohag.2025.403728.1759
HARVARD
Al-Ghamdi, M. A. N., alatawi, A. (2025). 'The extent to which teachers of students with Autism Spectrum Disorder implement Positive Behavior Support practices in Tabuk.', المجلة التربوية لکلية التربية بسوهاج, 136(136), pp. 659-715. doi: 10.21608/edusohag.2025.403728.1759
VANCOUVER
Al-Ghamdi, M. A. N., alatawi, A. The extent to which teachers of students with Autism Spectrum Disorder implement Positive Behavior Support practices in Tabuk.. المجلة التربوية لکلية التربية بسوهاج, 2025; 136(136): 659-715. doi: 10.21608/edusohag.2025.403728.1759
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