Alhossein Abdulkarim
Special Education Department, College of Education, King Saud University, Riyadh, Saudi Arabia.
Front Psychol. 2021 Sep 16;12:741409. doi: 10.3389/fpsyg.2021.741409. eCollection 2021.
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.
特殊教育领域基于证据的实践（EBPs）运动始于约20年前。本研究为该文献做出了贡献。它调查了沙特阿拉伯教师对EBPs的知识以及在教授自闭症谱系障碍（ASD）学生时对EBPs的使用情况。对240名特殊教育教师进行了“教师对EBPs的知识与使用情况调查”。参与者普遍报告称，他们对ASD学生的EBPs知识和使用处于中等水平。女教师对EBPs的使用多于男教师，参加过五个以上专业发展项目的教师比参加项目较少的教师报告称对EBPs的使用更多。EBPs的知识和使用是相关的。性别和专业发展项目是教师对ASD学生使用EBPs的预测因素。教师对ASD学生的EBPs知识是教师使用这些实践的重要指标，专业发展项目可以提高此类知识和使用，通过提供高质量的专业发展项目可以提高教师对ASD学生使用EBPs的情况。
