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Mohammed Akram Hamdan
National Academy for Childhood Development, Abu Dhabi, United Arab Emirates
Computer Science & IT Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Social Sciences

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Preschool teachers' implementation of evidence-based practices for children with autism spectrum disorder: an investigative study Mohammed Akram Hamdan; Mohammed Hasan Ali Al-Abyadh
Indonesian Journal of Community Services Vol. 5 No. 1 (2026): May
Publisher : CV. Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47540/ijcs.v5i1.2771

Abstract

The study explored preschool teachers’ evidence-based practices when teaching students diagnosed with autism spectrum disorder (ASD). The sample included 76 preschool teachers from different regions of the Kingdom of Saudi Arabia (KSA), including Tabuk, Eastern Province, Makkah Al-Mukarramah, Riyadh, and Asir, who teach in inclusive classrooms with students with ASD. The primary instrument was a 28-item, structured questionnaire designed to assess the extent of teachers’ implementation of evidence-based practices (EBPs). The results showed that the total degree of the sample teachers’ evidence-based practices was moderate. Positive reinforcement was the most used practice, while antecedent-based interventions and behavioral momentum (high-probability request sequence) interventions were the least used. In addition, no significant differences were observed in teachers’ evidence-based practices with ASD students due to the duration of years of teaching experience and academic qualifications at the 0.05 significance level. Teachers need to be provided with more focused in-service training that increases teachers' professional development to improve their knowledge and skills. The study confirms the existing research gap on the utilization of EBPs in early childhood education and offers data-based insights to policymakers and practitioners in inclusive education.
Co-Authors Mohammed Hasan Ali Al-Abyadh