THE RELATIONSHIP BETWEEN THE TRAINING NEED’S LEVEL FOR APPLIED BEHAVIOR ANALYSIS STRATEGIES AND SELF-EFFICACY AMONG TEACHERS OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN THE CAPITAL, AMMAN.

Abstract

This study aimed to explore the relationship between the level of need for training in applied behavior analysis strategies and the self-efficacy of teachers of children with autism spectrum disorder in the capital, Amman. The descriptive correlative approach was used, as the study sample consisted of (365) randomly chosen teachers of children with autism spectrum disorder. For the purpose of this study, a tool was created to measure the level of need for training on applied behavior analysis strategies, which consisted of (30) items, and a tool was developed to measure the level of self-efficacy among the study sample, which consisted of (14) items; the validity and reliability of the study tools were verified. The results indicated that the need for teachers of children with autism spectrum disorder for training on applied behavior analysis strategies was at a medium level, while their level of self-efficacy was high, the results also showed that there was a statistically significant inverse relationship at the significance level (α = 0.05) between the level of need for training on applied behavior analysis strategies and self-efficacy among the sample members. The study recommends the importance of training teachers of children with autism spectrum disorder on applied behavior analysis strategies.