Exploratory Factor Analysis of Differential Classroom Behavior of Autism Scale (DCBA)

Abstract

This research has explored the differential classroom behaviours of children with autism exhibited during their studies during class time. The study used a sequential exploratory design. The study was conducted in the district of Lahore to develop an indigenous tool to investigate the differential classroom behaviors of children with autism. With the help of related literature and in-depth interviews of teachers working with autism for the last 5 years, a tool was developed. The self-developed tool was validated by 5 experts from the relevant field. A sample of 100 teachers was recruited using the purposive sampling technique and the data was collected by using the indigenously developed scale. Exploratory factor analysis was run to find out the emerging factors related to differential classroom behaviors. The analysis revealed that there was a total of eight factors related to differential classroom behaviors of students with autism. The factors included communication deficit, inattentiveness, impulsiveness, lack of socialization, academic approach, acting out behaviors, sensory issues and Restrictive and Repetitive Behaviors. Future studies are needed to investigate the reasons behind the differences in the behaviors of students with autism and how these differences affect their overall functioning.