Abstract
Childhood autism is on the rise worldwide, ranking as the third most common developmental disability, impacting almost one out of 200 schoolchildren and greater than Down syndrome. To address this issue, our study aimed to develop and assess the effectiveness of a structured teaching program. Using an evaluative approach, we sought to gauge the knowledge gained through this planned teaching initiative, focusing on preprimary teachers and parents. The study used an evaluative approach and a pretest-posttest quasiexperimental approach with 90 preprimary teachers as well as parents as participants. The study found a substantial difference in pretest and posttest knowledge levels, which supports the research hypothesis (H1). Initial findings indicated that parents had higher pretest knowledge scores (8.53) compared to preprimary teachers (8.23). However, posttest results demonstrated a reversal, with preprimary teachers exhibiting higher knowledge scores (17.51) than parents (16.45). Educational qualification emerged as a significant demographic variable associated with knowledge scores for parents. The planned teaching program increased knowledge among preprimary teachers and parents, facilitating early diagnosis as well as treatment for autistic children. The notable improvement in knowledge following the teaching program underscores its efficacy.
Published Version
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