Aug 2026· Psychology and Education: A Multidisciplinary Journal· 0 citations· 43 references
Abstract
Adaptive behavior difficulties among learners with autism spectrum disorder are a challenge. The study explored the classroom-based sensory interventions of teachers. It applied a descriptive qualitative research design, in-depth interviews, purposive sampling, and thematic analysis. Conversations with five teachers revealed limited knowledge, resource constraints, uncertainty in addressing sensory needs, and difficulties in managing behavior. Despite these, teachers applied flexible strategies such as routines, de-escalation, instructional adjustments, sensory supports, and collaboration, reflecting a regulation-focused approach that emphasized learner readiness and the gradual development of adaptive behavior. The findings highlighted the need to strengthen school support systems through improved policies, resources, collaboration, and recognition of learners’ behavioral development. Future research may use experimental and mixed-methods approaches to explore further the relationship between classroom-based sensory interventions and adaptive behavior in real school settings.
This study examined the experiences of Grade 7 teachers in utilizing mathematics resources for learners with Autism Spectrum Disorder (ASD) Level 1. Using a qualitative case study design, data were collected through semi-structured interviews to explore teachers' instructional practices, strategies, and challenges. Fin...
Eldrid O. Aceret, Julita Z. Razo, Nikki Magrina et al.· International Journal of Edu...· 0 citations
Background: Teachers’ experiences with supporting learners who are living with autism spectrum disorder (ASD) in regular classrooms depend on their self-efficacy beliefs. Albert Bandura’s theory provides constructs of verbal persuasion, emotional state, prior experience, and observation of models, useful for in-service...
Danette Loubser, Jean V. Fourie· African Journal of Teacher E...· 0 citations
This study explores teachers' awareness of the pedagogical learning needs of children with autism spectrum disorder (ASD) in special primary schools in Tanzania. Twelve teachers from six special primary schools who teach children with ASD were purposively sampled. The study used semi‐structured interviews to collect...
Christer Ngowoko, S. E. Kisanga, B. Rushahu· British Journal of Special E...· 0 citations
The growing number of children with autism spectrum disorder (ASD) enrolled in mainstream schools has intensified the need for effective pedagogical support systems that facilitate their academic achievement, social adaptation, and inclusion. Despite increasing attention to inclusive education, comprehensive and eviden...
I. P. Yelamanova, L. Butabayeva, S. Abildina· ӨРЛЕУ ВЕСТИ НЕПРЕРЫВНОГО ОБР...· 0 citations
The increase in diagnoses of Autism Spectrum Disorder (ASD), coupled with advances in research and identification processes, highlights the need to strengthen inclusive educational practices. The growing presence of students with ASD in schools demands teaching-learning methods, pedagogical strategies, and curricular a...
Davi Milan, Fabíola de Fátima Andrade Frimaio, Lucineide Bispo dos Reis Luz et al.· Revista de Estudos Interdisc...· 0 citations
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