Behavioural Problems Associated with Autism Spectrum Disorder (ASD) from Teachers' Perspectives

Thaer Mohammed Ajouly

Doha Ahmad Alrousan, Fatmah Ahmed Al-Momani, Ashraf Fouad Kan'an & Faculty of Educational Sciences, Irbid National University, Irbid, Jordan

Reda Al-Mawadieh

Early Childhood Department, Faculty of Educational Sciences, Zarqa University, Zarqa, Jordan

Malek Jdaitawi

Early Childhood Department, Faculty of Educational Sciences, Zarqa University, Zarqa, Jordan

Maher A. Hassan

College of Education, Imam Abdulrahman bin Faisal University, Dammam, Saudi Arabia

Abdalmuttaleb Al-Sartawi

Ahlia University, Bahrain

Mohammed Aman

University of Business and Technology, Jeddah, Saudi Arabia

Abstract

The study investigated the prevalence and severity of behavioural problems associated with Autism Spectrum Disorder (ASD), while also identifying the most frequently observed behavioural patterns from the perspectives of teachers in Irbid Governorate. A descriptive survey design was employed, involving 230 teachers from public and private schools, as well as special education centres, who were selected using simple random sampling. The findings revealed that the overall prevalence of behavioural problems was moderate, with a mean score of 3.57. Among the behavioural dimensions, stereotypical and repetitive behaviours were the most prominent and were rated at a high level, followed by impulsivity and inattention, which also demonstrated high prevalence. Conversely, emotional and affective difficulties were reported at a moderate level, whereas challenging behaviours and self-injurious behaviours exhibited the lowest prevalence and likewise remained within the moderate category. In light of these findings, the authors recommended implementing structured teacher training and professional certification programmes in behavioural intervention for educators supporting students with ASD, as such initiatives are likely to strengthen professional competence, improve behavioural observation skills, and promote greater instructional objectivity.

Autism Spectrum Disorder, Behavioural Problems, Stereotyped Behaviours, Self-Efficacy