Experiences of teachers on stereotype behaviors of their students with autism spectrum disorder

Individuals with autism spectrum disorder (ASD) have some features like inadequacy in verbal and nonverbal behaviors, social restrictions and repetitive behaviors. Repetitive in other words stereotype behaviors is one of the core diagnostic criterions of ASD since psychiatrist Leo Kanner first defined it in 1943. Therefore it is almost inevitable to run across stereotype behaviors for a teacher working with children with ASD. In literature review it has been noticed that there is not any research that serves information about how much teachers working with students with ASD know about stereotype behaviors or how to cope with them. For this reason general purpose of this research is to examine experiences of teachers working with students with autism spectrum disorder about stereotype behaviors. Participants of the research are 20 teachers teaching students with ASD in an applied behavior analysis (ABA) based school. Data of the research designed as phenomenological was collected with semi-structured interviews. Data collected was analyzed with content analysis. Five main theme are the data of research. Findings showed that teachers have knowledge about stereotype behaviors and their intervention methods because of their school system. Teachers said that stereotype behaviors affect not only the student himself but also other students in the classroom and teacher, so they should be interfered. Teachers also had the dilemma whether stereotype behavior is a problem behavior or not. Research findings also showed that teachers have more difficulties in diminishing vocal stereotype behaviors. The most used behavioral methods for coping with stereotype behaviors were differential reinforcement, behavioral contracts, response interruption and redirection, and weight wristlets. The most effective one for teachers was differential reinforcement. Teachers also indicated that besides being very pleased with working with a education coordinator and supervisor while coping with stereotype behaviors, they suggested more research about stereotype behaviors, organizations of seminars or trainings, increase in the number of schools like theirs, cooperation with families.