ABSTRACT

The purpose of this study was to examine special education teachers’ perceptions of intervention strategies for managing challenging behaviors in students with autism spectrum disorder (ASD) and to identify their needs. From the 27 evidence-based practices listed by the National Professional Development Center on Autism Spectrum Disorder (NPDC), 19 strategies were reselected. Teachers’ perceptions and needs regarding these strategies were analyzed using the Borich Needs Assessment and the Locus for Focus (LF) Model. Results were as follow: first, teachers perceived their performance levels lower than the importance they ascribed to the strategies. Second, A positive correlation was found between the perceived importance and performance across the 19 strategies and paired-sample t-tests showed statistically significant differences for all strategies. Fourth, in the Borich analysis, Functional Behavior Assessment (FBA), Picture Exchange Communication System (PECS), and self-management ranked highest in priority, while in the LF Model, antecedent-based interventions, social skills training, and FBA were identified as strategies requiring focused support. Lastly, based on the combined results, FBA identified as the highest-priority need, and antecedent-based interventions, self-management, social skills training, and PECS were identified as secondary priorities. The study discussed the administrative and educational support required to enhance special education teachers’ implementation of challenging behavior intervention strategies.

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