Level of Teachers' Knowledge and Use of Applied Behavior Analysis in Inclusion Programs in Riyadh

Document Type : Original Article

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The Ministry of Education in the Eastern Province

Abstract

This study aimed to recognize the level of teachers' knowledge and use of applied behavior analysis in inclusion programs for autism and behavioral and emotional disorders in the elementary level in Riyadh. The study focused on knowing and using techniques used for increasing desired behavior and lowering level of undesired behavior in the light of variables of qualification and teaching experience. The study also assessed the relationship between level of knowledge and use of the previous techniques. The researcher used a descriptive analytic method as she used a questionnaire that consists of (14) items as an instrument for collecting data from participants who were (40) female teachers in general education. To analyze data, the researcher used anumber of statistical techniques such as means, standard deviations, Pearson correlation and t-test. The study results were as follows: 1. Participants had good knowledge about techniques used for increasing desired behavior and the most salient technique was social support. 2. Participants had medium knowledge of techniques used for decreasing undesired behavior and the most salient technique was over correction. Most important recommendations were: conducting more studies in the future to know underlying reasons of lack of using applied behavior analysis and barriers that hinder their use in inclusion programs in different cities of the Kingdom of Saudi Arabia.

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