Fozah Ali Alzemaia
Assistant Professor, College of Education, King Saud University, Riyadh, Saudi Arabia
Volume: 17 | Issue: 4 | Pages: 58-74 | December 2025 | https://doi.org/10.54940/ep58740452 | PDF
Received:29/12/2024 | Received:18/06/2025 | Accepted:30/08/2025
Corresponding Author: [email protected]
Abstract
This study aims to evaluate the knowledge and application of evidence-based strategies by teachers of students with autism spectrum disorder. The study relied on the descriptive analytical approach, and a questionnaire was prepared to collect data from a sample of (150) male and female teachers working in special education centers and integrated schools in Medina. The results showed that the level of knowledge of teachers of students with autism spectrum disorder about evidence-based strategies was average with an arithmetic mean (2.67) and a relative weight (53.3%), while their level of application of these strategies was also average with an arithmetic mean (2.79) and a relative weight (55.7%). Regarding the effectiveness of strategies in achieving educational and behavioral goals, it came in at a moderate level (3.29) with a relative weight of (65.8%). As for the challenges of implementing strategies, they came in at a moderate level, with an average of (2.89) and a relative weight of (57.8%). It also showed ways to overcome application challenges to a moderate degree, with an average of (3.30) and a relative weight of (66.1%). There are also no statistically significant differences in the level of knowledge, application, and effectiveness of evidence-based strategies due to the variables of gender, academic qualification, and teaching experience. Based on the results, it is recommended to enhance advance planning and search for additional funding as main tools to enhance the application of evidence-based and evidence-based strategies in Learning environments for students with autism spectrum disorder.
Keywords
Autism spectrum disorder, special education teachers, evidence-based strategies, educational challenges.
How to Cite
Alzemaia, F. (2025). Assessing Teachers’ Knowledge and Implementation of Evidence-Based Strategies for Students with Autism Spectrum Disorder from Their Perspective. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol17(4), pp58-74. https://doi.org/10.54940/ep58740452
License
1658-8177/© 2025-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-