Evaluating the Effectiveness of a Behavioural Training Programme for Primary School Teachers in Al Dhafra Private Schools to Modify the Behaviour of Students With ASD
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Date
2024-06
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Etab Sharafeddin
Abstract
This study aims to evaluate the effectiveness of a behavioural training programme for primary school teachers at Al Dhafra Private Schools in modifying the behaviour of students with Autism Spectrum Disorder (ASD). Despite the increasing prevalence of ASD, teachers often lack the necessary training to effectively support these students in educational settings. Using a mixed-methods approach, the study explores teachers' perceptions, experiences, and beliefs regarding the programme's impact on supporting students with ASD. The research objectives include assessing the overall effectiveness of the programme, exploring teachers' experiences with implementing strategies, investigating the influence on student outcomes, and identifying successes and challenges in implementation. Quantitative data were collected through questionnaires distributed to 30 teachers, while qualitative data were gathered from in-depth interviews with six selected teachers. The data were analysed using the Statistical Package for the Social Sciences for the quantitative data and thematic analysis for the qualitative data.
The quantitative results revealed a significant positive impact of the training programme, with 92.0% of the teachers reporting improved knowledge and 91.4% exhibiting more positive attitudes towards students with ASD. Additionally, there was a high level of teacher confidence in applying behaviour modification techniques, particularly Applied Behaviour Analysis (ABA), post-training. The qualitative data supported these findings, indicating significant improvements in student behaviour, social skills, and attention as perceived by the teachers. The teachers effectively utilised various behaviour management strategies, such as visual supports and token economy systems, despite facing challenges like time constraints and administrative burdens.
This comprehensive analysis aims to determine the significance of the relationship between the training programme and student outcomes, providing valuable insights to enhance teacher preparedness and support inclusive education for students with ASD. The findings contribute to the improvement of educational quality and student well-being at Al Dhafra Private Schools.
Keywords: Autism Spectrum Disorder, behavioural modification, primary school teachers, inclusive education, student behaviour
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Keywords
Autism Spectrum Disorder, behavioural modification, primary school teachers, inclusive education, student behaviour