The Impact Of Classroom Management Skills On The Behavior Of Students With Autism Spectrum Disorder: Perspectives Of Teachers In Saudi Arabia

Abstract

The methods utilized by teachers and their interactions with students significantly influence knowledge transmission and classroom discipline. This study investigates the most effective classroom management strategies for improving the behavior of students with autism spectrum disorder (ASD), as perceived by their teachers in Saudi Arabia. A validated questionnaire, reviewed by a panel of five subject-matter experts, was used to gather data. Reliability was confirmed through Cronbach’s Alpha (0.80–0.87). Hypotheses were tested using the Pearson Product-Moment Correlation Coefficient at a 0.05 significance level. The study targeted 400 male and female teachers, with 238 participants completing the survey. Data were analyzed using t-tests to evaluate the regression coefficients. Findings revealed that reinforcement-based classroom management strategies had a significantly greater impact on managing students with ASD compared to punitive approaches. Moreover, there were no statistically significant differences in teachers' perceptions based on gender, academic qualifications, or grade level. The study recommends raising teachers’ awareness of effective classroom management strategies and offering professional development programs. Additionally, it suggests conducting experimental field studies to measure the strategies' efficacy in practice.