Perceived Implementation of Applied Behavior Analysis Techniques Among Teachers of Students with Autism Spectrum Disorder in Qatar

Applied Behavior Analysis (ABA) is recognized as one of the most evidence-based interventions for students with autism spectrum disorder (ASD), although its effectiveness relies on consistent classroom implementation by teachers. This study investigated the extent to which teachers of students with ASD in Qatar implement ABA techniques and whether implementation levels vary by gender, educational level, school type, years of experience, and teaching stage. A descriptive–analytical design was utilized on a sample of 155 teachers from government and private schools. Data were collected using the Applied Behavior Analysis Implementation Scale for Teachers of Students with ASD in Qatar (ABAIS-Qatar), a 26-item instrument developed and validated for this study across five dimensions. Teachers reported a high overall level of ABA implementation (M = 4.10, SD = 0.48). The Behavior Identification and Goal Setting and Strategy Application and Intervention dimensions received the highest ratings, while the Motivation and Corrective Procedures dimensions were rated at a moderate level. A five-way MANOVA revealed significant multivariate differences across years of experience and teaching stage. Post hoc analyses indicated that teachers with more than 15 years of experience reported significantly higher implementation of motivational and corrective procedures than those with 6–10 years of experience and that primary-stage teachers demonstrated superior classroom behavior management compared to intermediate-stage teachers. The findings have implications for teacher professional development and ABA training in both inclusive and specialist educational settings in Qatar.