Saudi Special Educators’ Perceptions of Applied Behavior Analysis for Students with Autism

Hajar Almutlaq


Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers’ perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices—Applied Behavior Analysis—and the insight it provides into in-service teacher support programs from the teachers’ perspectives. Implications and directions for future research are provided as well.

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Copyright (c) 2021 Hajar Almutlaq

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This work is licensed under a Creative Commons Attribution 4.0 International License.


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

Copyright © Sciedu Press

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