The Level of Knowledge of Teachers of Children with Intellectual Disabilities about the Applied Behavior Analysis Approach and Its Techniques in the State of Kuwait

Abstract

This study aimed to assess the level of knowledge of teachers of children with intellectual disabilities about the applied behavior analysis approach and its techniques in Kuwait. It tested the differences in the level based on: the type of school, experience and gender. The study sample consisted of (160) teachers worked in schools of children with intellectual disabilities in the academic year (2019/2020).

To achieve the objectives of this study, the test of "Applied Behavior Analysis Approach and Its Techniques" was applied. The results indicated that the overall level was low. The dimension of “general principles of the Applied Behavior Analysis approach” was the highest with intermediate level score, followed by the “techniques of Applied Behavior Analysis”, and “practical applications of the techniques of applied behavior analysis”. Both of them with low level score.

The results showed that there are no significant differences in the total score and all sub-dimensions based on the school type. There are no significant differences in the total score and in the dimensions: techniques of applied behavior analysis and practical applications of applied behavior analysis techniques, based on the experience. Based on the experience, there are significant differences in the general principles of the applied behavior analysis approach, in favor of those teachers with experience of more than 10 years. There are significant differences in the total score, and in the dimensions of: the general principles of the applied behavior analysis approach and techniques of applied behavior analysis based on the variable of gender, in favor of males.

This study recommends conducting a study to assess levels of special education teachers in the approach of applied behavior analysis, as a foundation of conduct future training.