Implementing Applied Behavior Analysis by Support Teachers in Inclusive Public Schools: A Competency-Based Program for Learning Disabilities

The goal of the current study is to find out how support teachers in inclusive public schools in Northern Jordan employ Applied Behavior Analysis (ABA) approaches to assist students with learning difficulties. The target population for the study, which used a descriptive survey technique, consisted of 199 support instructors from the towns of Irbid, Jerash, Ajloun, and Mafraq, 83 males and 116 females. A questionnaire was used to collect the data. Findings revealed that ABA techniques are applied at a high level across all aspects. Four-way ANOVA yielded statistically significant differences among support teachers in the application of ABA techniques with respect to their educational qualifications and years of experience, with medium effect sizes (η² = 0.066 & 0.113, respectively). However, no significant effects were found by gender or region. Findings highlight the significance of professional qualifications and years of experience on ABA practice. Taking into consideration the dearth of research in the Arab world, this paper calls for a competence-based training program in ABA in Jordan.