Problem behaviors observed in children with autism spectrum disorder and special education teachers' perspectives on solutions to these problem behaviors

In this study, it was aimed to examine the problem behaviours seen in children with autism spectrum disorder and the views of special education teachers on the solution of these problem behaviours. Phenomenological design, one of the qualitative research methods, was used in the study and content analysis method was used to analyse the collected data. The sample of the study consisted of eight special education teachers working in a special education practice school in Yalova. In the study, demographic information form prepared by the researcher and semi-structured open-ended questions were used to collect data. In the study, special education teachers stated that the most common problem behaviours were shouting, hitting their friends and themselves, not wanting to stay in the classroom, screaming, and damaging the objects around them. As a result of the study, it was determined that the strategies most frequently used by special education teachers in dealing with problem behaviours were behavioural intervention approaches such as positive reinforcement, negative reinforcement, distraction, ignoring, substitution and offering options. As a result of the findings, it is concluded that in order for special education teachers to develop behavioural intervention methods, courses on behavioural intervention approaches in undergraduate education should be enriched with applied content and in-service trainings should be frequent and comprehensive. In this direction, it is recommended that practices based on positive behaviour supports, functional behaviour analysis and preventive classroom management strategies should be included in the education system as a whole.