متطلبات تحسين فعالية برامج الاستجابة للتدخل للطلاب ذوي اضطرابات التوحد في ضوء مؤشرات الجودة الشاملة : تصور مقترح
The research aimed to identify the intellectual framework of response to intervention programs to students with autism disorders, as the research aimed to identify the response programs to intervention based on research, and the researcher relied on the forward-looking approach, in addition to the use of the descriptive approach, as the appropriate approaches to research, and the research reached a proposed perception of the requirements for improving the effectiveness of response to intervention programs for students with autism disorders in the light of total quality indicators, contribute to the achievement of the quality and effectiveness of the programs provided to these students, and also contribute to the achievement of goals. The research came up with some recommendations, the most important of which were: teacher training programs that provide classroom teachers with the required skills and experiences, and train them on response intervention programs should be designed in the light of total quality indicators, teachers should understand the importance of identifying behaviors, measuring them carefully, and developing intervention plans, based on the individual needs of students, and teachers should implement agreed comprehensive strategies. To address the cognitive, behavioral, and social learning needs of students, and to manage different classrooms, Applied Behavior Analysis (ABA), an educational model aimed at acquiring different skills, and reducing problematic behavior, should also be used as students should be trained in task analysis, separate education, positive reinforcement, behavioral intervention, and self-observation. (Published abstract)