Educational Programs Supporting Children With Autism Spectrum Disorder And Their Relationship To Reducing Stereotypical Repetitive Behaviors From The Point Of View Of Their Teachers In The City Of Hail.

Abstract

The Autism Spectrum is one of the complex developmental disabilities that affect children in their early childhood. It is a disability that has a comprehensive impact on all aspects of the child’s mental, social, emotional, motor, and sensory development. The most obvious deficiency in this disability is the speech aspect and mutual social interaction, as the autistic child is not He is unable to interact socially and form relationships with peers, in addition to his lack of attention and stereotypical behavior, and his interests are restricted or limited. The study aimed to reveal the evaluation of teachers of children with autism spectrum disorder regarding some supportive educational programs in their relationship to reducing stereotypical repetitive behaviors in the city of Hail.

The study consisted of a random sample that included teachers of children with autism spectrum disorder in autism programs in the city of Hail. Their original number reached 180 teachers with various qualifications (bachelor’s or postgraduate studies) and with various years of experience, and from government and private sector institutions in the Department of Education in the Makkah Al-Mukarramah region. Their data was identified through a teacher data form designed for this purpose. The study used the descriptive exploratory approach by applying the questionnaire as a tool in collecting data. The study also relied on the differential approach by identifying the extent to which there are differences in the averages of teachers’ evaluations of supportive educational programs in their relationship to stereotypical repetitive behaviors. The study consisted of 25 statements distributed over 5 axes related to Educational programs supporting people with autism spectrum disorder and their relationship to reducing stereotypical repetitive behaviors from the point of view of their teachers in the city of Hail.

The results of the study showed that the study consists of five axes: (health services, sensory integration therapy services, occupational therapy services, speech-language services, psychological and counseling services), and each axis consists of 5 statements, as it was found that the first axis is the role of health services and includes Five statements received an average of 2.04, meaning somewhat agreeable to the supportive services for students with autism spectrum disorder in the schools of the General Administration of Education in the Hail region from the point of view of their teachers. While the average of the second axis, which is related to psychological integration treatment services, was about 2.07, meaning somewhat agreeable. While the average of the third axis, which is related to occupational therapy services, was about 2.04, meaning somewhat agreeable. The average of the fourth axis, which is related to Speech services, was about 2.83, meaning agree. The average of the fifth axis, which is related to psychological and counseling services, was about 2.87, meaning agree. It was also shown that the total number of topics related to supportive services for students with autism spectrum disorder in the schools of the General Administration of Education in the Hail region from the point of view of their teachers obtained an average of about 2.37, i.e. approval of the supportive services for students with autism spectrum disorder in the schools of the General Administration of Education in the Hail region from the point of view of their teachers.

The study recommended the necessity of conducting several studies on support service programs for children with autism spectrum disorder, especially in the early intervention stage - generalizing by the Ministry of Health about autism spectrum disorder and ensuring the necessity of health education to detect cases of autism spectrum disorder, and increasing the conduct of autism disorder screening and early screening. The importance of teachers’ vision of supportive educational programs to reduce stereotypical repetitive behaviors of students with autism spectrum disorder, and the extent of their role and effectiveness in dealing positively and effectively with many of the behavioral problems that characterize autistic students and not just the problem to be studied.