نوع المستند : المقالة الأصلية
المؤلفون
1 الأستاذ المساعد بقسم التربية الخاصة کلية التربية جامعة جدة - المملکة العربية السعودية
2 باحثة ماجستير بقسم التربية الخاصة تخصص اضطراب طيف التوحد جامعة جدة - المملکة العربية السعودية
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
The aim of this research was to identify the level of application of teachers with autism spectrum disorder to strategies of applied behavior analysis (ABA), and the researchers used the descriptive analytical method, as they used the questionnaire as a research tool, and the research community consisted of (133) teachers with autism spectrum disorder in day care centers Governmental and private in the city of Jeddah.
The research found that female teachers are sufficiently aware of the steps involved in planning an ABA program, and they often use these steps. Have sufficient knowledge of ABA strategies that increase desirable behavior, and strategies that reduce unwanted behavior, and they always use these strategies. The results also showed that the most used strategies by the parameters are the strategy of positive reinforcement, then memorization and concealment, then modeling, then punishment. The results showed a direct correlation between the level of female teachers' knowledge of ABA strategies and the degree of their application to them. The results also revealed the absence of statistically significant differences at the significance level of 0.05 or less in the application of the parameters for ABA strategies according to the type of center, and the absence of statistically significant differences at the significance level of 0.05 or less in the application of the parameters of the ABA strategies that increase the desired behavior In it, the strategies that work to reduce unwanted behavior according to the educational qualification, while there are statistically significant differences at the level of significance 0.05 or less in the application of the parameters for the steps used in the planning of the (ABA) program in favor of female teachers who hold diploma. The results showed that there are statistically significant differences in the application of the parameters for the strategies (ABA) according to the different years of experience and the benefit of those with years of experience from 7 years or more. The results showed that the individuals of the research sample agree on the obstacles facing teachers about the implementation of (ABA) strategies in the class from their point of view, and the results show that the most prominent of these obstacles: (Focusing academic education in the undergraduate programs on the theoretical side and neglecting the practical side, and overloading the teacher with a number Large number of students in the classroom, making it difficult to implement strategies).
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