Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

Abstract

The evidenced-based practices (EBPs) movement in the field of special education began ~20 years ago. This study contributes to that literature. It investigates the teachers' knowledge and use of EBPs to teach students with autism spectrum disorder (ASD) in Saudi Arabia. The Teachers' Knowledge and Use of EBPs Survey was administered to 240 special education teachers. The participants generally reported a medium level of knowledge and use of EBPs for students with ASD. Female teachers' use of EBPs was greater than that of males, and teachers who attended more than five professional development programs reported greater use of EBPs than those that attended fewer programs. Knowledge and use of EBPs were related. Gender and professional development programs were predictors of teachers' use of EBPs for students with ASD. Teachers' knowledge of EBPs for students with ASD is a vital indicator of teachers' use of those practices, professional development programs can improve such knowledge and use, and teachers' use of EBPs for students with ASD could be improved by offering high-quality professional development programs.

Response to Intervention: What do Elementary School Teachers of Students with Specific Learning Disabilities in Inclusive Classrooms in Türkiye Know?

“…These findings support previous studies that yielded teachers' ignorance about scientifically based practices and their inability to use those practices in their classrooms (Gable, Tonelson, Sheth, Wilson, & Park, 2012;Jones, 2009;Stormont, Reinke, & Herman, 2011). Moreover, the current study has similar results with the literature in terms of the limited knowledge level of teachers and the utilization of scientifically based practices in classrooms (Alhossein, 2016). The reason behind the limited understanding and the employment of scientifically based practices may be because of inadequate teacher training programs in terms of gaining a knowledge base regarding the scientific background of instructional practices and curriculum, and getting equipped with scientifically based instructional methods, to accommodate students with special needs in inclusive classrooms.…”

Influence of Context Related Factors on Saudi Special Education Teachers’ Understanding of Evidence, Evidence-Based, and Evidence Based Practices

“…Thus, their understanding of EBPs was formed primarily by the context. Such an influence is also likely to affect the way these practices were implemented (Alhossein, 2016).…”

“…In the context of KSA, there has only been one study that has examined teachers' knowledge and use of several (listed) EBPs in relation to students with disability. In the KSA, Alhossein (2016) undertook a survey study of teachers' knowledge of EPBs associated with the teaching of special education students with emotional and behavioural disorders. Some other studies focused either on teachers' knowledge of ASD and its related teaching practices (Alnemary, 2017), or on investigating the level of knowledge and the use of one specific practice such as Applied Behavioural Analysis (ABA) (Alotaibi, 2015), or social stories (Alotaibi et al, 2016).…”

Educational diagnostic label and teacher self-efficacy: Impact on classroom intervention choice.

“…Teachers with 15+ years versus those with fewer years of teaching experience have been found to report greater CM and instructional practice self-efficacy (Shoulders & Krei, 2015). Although years of teaching experience is related to teacher self-efficacy, experience has not been shown to impact teachers’ perceptions, knowledge, use of evidence-based practices (EBPs), or positive ratings of BIs in the classroom (Alhossein, 2016; Stormont & Stebbins, 2001; Stormont et al, 2005). Nevertheless, because of its association with self-efficacy, years of teaching experience may be another important variable to consider as a factor in teacher intervention choice.…”