The extent of autistic teachers applying to evidence-based practices in autism programs in Jeddah Governorate

Bin Abed Al-Zari, Nayef; Mohamed Al-Yafi, Manal

doi:10.21608/edusohag.2020.67483

The extent of autistic teachers applying to evidence-based practices in autism programs in Jeddah Governorate

Document Type : Original Article

Authors

¹ Professor of Special Education - College of Education, University of Jeddah - Kingdom of Saudi Arabia

² Researcher MA in Special Education - College of Education - University of Jeddah, Saudi Arabia

10.21608/edusohag.2020.67483

Abstract

This study aims to identify how far evidence-based practices are applied by teachers of students with autism spectrum disorder (ASD) in autism programs in Jeddah. To achieve this objective, the descriptive survey approach was used. The study tool consisted of a questionnaire that was applied to a purposive sample of (300) male and female teachers of students with autism in the government programs of the Ministry of Education, and the private programs of the Ministry of Education and the Ministry of Labor and Social Development in Jeddah Governorate. The study results indicated that there was variation between sample responses regarding the extent of their application of evidence-based practices in (ASD) programs. Responses varied between ALWAYS and SOMETIMES. The general mean of the sample responses to the questionnaire as a whole was 4.00 out of 5 which indicated that practices referred to in the questionnaire were OFTEN applied. Results showed that the most significant strategies that were applied were (reinforcement, task analysis, modeling, cueing, social skills training, extinction, discrete trial training and natural intervention). “Scripting” was the least strategy used. Results revealed that there were statistically significant differences in the responses of the study sample on the questionnaire attributed to the type of academic qualification in favor of the MA degree holders in special education, while there were no statistically significant differences attributed to the variables of the program type, sex, years of experience or the education level.

Keywords

Main Subjects