Integrative Teaching Methods: Enhancing Behavioral Development Outcomes for Children with Autism Spectrum Disorder (ASD)

Abstract

The development and well-being of children with autism spectrum disorder (ASD) are greatly enhanced by behavioral techniques, which concentrate on strengthening academic performance, social interaction, communication, and emotional control. Behavioral issues are successfully addressed by evidence-based strategies like Functional Behavioral Assessments (FBA), Positive Behavioral Interventions and Supports (PBIS), and Applied Behavior Analysis (ABA). PBIS places a strong emphasis on reducing disruptive behaviors, encouraging social connections, creating supportive classroom settings, and using positive reinforcement to control behavior proactively. The usefulness of PBIS in enhancing classroom behavior and peer relationships is widely acknowledged by stakeholders. FBA is a methodical technique for determining the underlying causes of problematic behaviors. It makes it possible to implement specialized interventions that increase communication, lessen frustration, replace maladaptive behaviors, and strengthen emotional regulation. There is broad agreement regarding the efficacy of FBAs, which show better long-term behavioral effects when used regularly. Children who receive coping skills training are better able to handle stress, emotions, and social difficulties by using strategies like role-playing and mindfulness. High means scores and agreement rates demonstrate how well this intervention works to improve resilience, emotional control, and self-awareness. The results highlight the value of tailored, team-based, and research-based approaches involving teachers, parents, and therapists. These methods give children with autism the skills they need to flourish in a variety of spheres of life with self-assurance and flexibility, while also promoting independence, improving developmental outcomes, and improving their general quality of life.