Autism spectrum disorder in Zimbabwe: a brief review of trends, conditions, challenges, and intervention practices

The prevalence of Autism Spectrum Disorder (ASD) in Zimbabwe is largely unknown owing to limited research in this area. Unlike in developed countries, many individuals with ASD do not get the correct diagnosis early enough to promote timely interventions. Tracking data on the population and characteristics of people with ASD is important for resource and interventions planning purposes. Paucity of research in this area makes it difficult to determine the challenges faced by people with ASD and efficacy of practices used to address challenges faced by this group of people. This paper presents a brief review of literature concerning trends and challenges faced by people with ASD in Zimbabwe. Challenges faced and intervention services available are discussed. Suggestions for research and practice are provided.Keywords: Autism Spectrum Disorder, Behaviour, Interventions, Zimbabwe, Special Educatio

Pre-service teachers' understanding of problem behavior

Problem behavior is one of the most pressing issues in today’s classrooms. Problem behavior not only interferes with the learning potential of the student exhibiting the behavior but has rippling effects throughout the entire learning environment. Other students who are attempting to engage in the instructional activity may be deprived of that opportunity. Considering the negative consequences of problem behavior, it is crucial for teachers to adopt effective pro-active behavior management practices. The School-wide Positive Behavior Intervention Support model (SWPBIS) is one approach demonstrated to be effective in preventing and reducing the occurrence of problem behavior. The adoption of pro-active behavior management approaches is however, dependent on teacher perceptions of the nature of the problem behavior. The purpose of this study was to examine 29 pre-service teachers’ understanding of the nature and causes of problem behavior. A secondary purpose was to determine their preferred behavior management approach. Results indicated that the majority of preservice teachers believed that the school and classroom environments can contribute to the occurrence of problem behavior. In addition, the majority of students acknowledged that problem behaviors may be a manifestation of a disability. Finally, the majority of participants affirmed the claim that pro-active behavior management practices are most effective in reducing problem behavior. Keywords: problem behavior, behavior management, school-wide positive behavior intervention suppor

PREDICTORS OF THE SUSTAINED IMPLEMENTATION OF THE SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTION SUPPORT MODEL

The School-wide Positive Behavior Intervention Support model (SWPBIS) continues to gain widespread use across schools in the U.S. and abroad. However, despite its widespread use across schools and the large body of research demonstrating its utility, little research has examined the implementation process to see what factors contribute or inhibit its successful implementation. Informed by Rogers’ diffusion theory, this study examined factors that may influence the sustained implementation of the SWPBIS. These factors are relative advantage, compatibility, complexity, trialibility, and observability. Results of this study indicated that the relative advantage and observability of SWPBIS may explain school personnel’s willingness to continue with its implementation. These results led to some important implications for practitioners involved in the implementation of the SWPBIS. Limitations and recommendations for future research are also provided