Saudi teachers ‘knowledge and implementation of evidence-based practices to improve students with autism’ social skills

Abstract

Aim The study aims to study teachers’ own perceptions of their applying Evidence-Based Practice (EBPs) for students with Autism Spectrum Disorder (ASD) to improve social skills and the differences between teachers’ reported knowledge and implementation of EBPs. Methods The study applied a quantitative method using a survey as a research tool. The researcher used a survey as a research instrument given the study approach. A 5-level Likert scale was used in the survey to gather numerical data. The study population encompassed male and female high school educators who work with students with ASD in Riyadh. Considering the small population size, the number of participants that completed the survey was 183 teachers out of a population of 311 in Riyadh province of KSA, 86 females, and 97 males. This implies that 59% of the population participated in the study. All the participants were teachers of students with ASD in high school. Results The research findings substantially contribute to the literature on the topic in multiple ways. Furthermore, the findings of the research indicate that the respondents reported above-average knowledge of EBPs for students with ASD. The data showed that the subjects had adequate levels of conceptual and theoretical foundations of EBPs and their application. Conclusion The findings suggest that teachers of students with ASD in Riyadh implement EBPs to teach social skills among students with ASD. The knowledge of teachers of students with ASD of EBPs is higher than their implementation, implying that teachers need to implement EBP practices more in Saudi Arabia.