Abstract: In recent years, positive behavior support has been advocated with the aim of increasing socially appropriate behavior and reducing behavior problems among children with autism spectrum disorder. This study involved consultations with teachers (n=8) at special needs schools who were responsible for children with autism spectrum disorder exhibiting self-injurious behavior during classroom activities. The aim of this study was to investigate transformation in teachers themselves as they encouraged appropriate behavior among children, with the main aim of consultations to encourage task engagement behavior. After consultations, semistructured interviews were conducted with teachers. Content of the interviews was analyzed from verbatim transcripts using the KJ method. Results showed that teachers deepened their understanding of the children concerned through consultations, noticed new ways of promoting task engagement behavior, gained confidence in their ability to teach children with autism spectrum disorder, and expected to use the knowledge gained through consultations with other children and in problem behavior situations. In addition, transformation of awareness in the form of an increased recognition of the need to expand perspectives and a decreased sense of difficulty was observed.