Assessing the Knowledge Level of Teachers of Children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) Strategies in Zarka City
Bibliographic record
Abstract
The current study aimed at assessing the knowledge level of teachers of children with Autism Spectrum Disorder about the Importance of Applied Behavior Analysis (ABA) strategies in Zarka City. Furthermore, the study attempted to explore whether teachers’ knowledge level differ according to their gender, years of experience, level of education, or specialized training. The sample of this study comprised of (60) teachers (25 male and 35 female). In order to achieve the goals of this study, the researcher constructed a questionnaire. The final version of it consisted of (27) items. The results showed that teachers of children with Autism Spectrum Disorder were given a high degree of importance on the whole scale. The mean was (2.95). The results also indicated no statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to gender or level of education, while there were statistically significant differences in total degrees of importance of (ABA) strategies can be attributed to training. Finally, the results indicated statistically significant differences in total degrees of importance and no statistically significant differences in total degrees of use of (ABA) strategies can be attributed to years of experience.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".