Problem Behaviors Displayed by Students with Autism Spectrum Disorder in Educational Settings: A Prevalence Study

Abstract

Introduction: Problem behaviors are defined as patterns of behavior that cause harm to the individual or others, create limitations in social and academic domains, and persist in ways that are contrary to cultural norms. Risks related to problem behaviors are identified through prevalence studies, which also provide guidance for intervention planning. In Türkiye, aside from one study conducted with parents, there are no prevalence studies in educational settings. The aim of this study is to determine the prevalence and risk factors of problem behaviors exhibited by individuals with ASD in educational settings in Türkiye and to determine teachers’ levels of difficulty in responding to these behaviors.Method: This study utilized a descriptive correlational survey design. Data were obtained from 981 students diagnosed with ASD using the Problem Behavior Inventory-Short Form. The ages of the students ranged from 2 to 18; 223 were female, and 758 were male. Teachers’ levels of difficulty were determined using the Autism Problem Behaviors Teacher Form with 491 teachers. ASD severity was also measured using the Adapted Autism Behavior Checklist.Findings: The prevalence of problem behaviors exhibited by students with ASD in educational settings was 76.6% for self-injurious behaviors, 73.5% for aggressive and destructive behaviors, and 92.6% for stereotyped behaviors. Prevalence did not exhibit a significant relationship with age. Gender-based analysis revealed that hair-pulling behavior was significantly more prevalent among female participants than their male counterparts. Notably, higher prevalence rates of problem behaviors were associated with mild ASD severity.Discussion: he findings pertaining to prevalence, age, and gender aligned, either fully or partially, with existing literature. While the findings on intellectual disability were corroborated by the literature, teachers perceived the problem behaviors of students in the mild ASD group as more severe, contrasting with prior research. These findings suggest that teachers’ high levels of perceived difficulty and possible attributions of intentionality toward behaviors may have impacted the outcomes.