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September 10, 2025Open Access

A Special Educator’s Perception and Needs on the Strategies for the Problem Behavior Intervention

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Teachers perceive their abilities to manage behaviors in students with autism as insufficient despite recognizing strategy importance, highlighting a significant gap.
A positive correlation exists between perceived importance and performance for all 19 strategies, with major statistical differences noted across the board.
The study utilized the Borich Needs Assessment and the Locus for Focus Model to evaluate intervention needs, emphasizing critical strategy areas.
Top priorities identified include functional behavior assessment and antecedent-based interventions, with administrative support essential for effective implementation.

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Analysis reveals gaps in perceived importance and performance of behavior interventions for ASD, suggesting tailored support.

SHIN et al. (2025) studied this question.

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