درجة استخدام معلمي التوحد للممارسات المبنية على البراهين في تدريس المهارات الأكاديمية لذوي اضطراب التوحد

Abstract EN

The current study aimed to identify the degree to which autism teachers use evidence-based practices in teaching academic skills to people with autism disorder, and the sample consisted of (183) teachers in autism schools, centers and institutes in the city of (Makkah, Jeddah, Taif), both governmental and private, and the study used the descriptive approach.

survey the study tool included a questionnaire prepared by the researcher.

the results of the study found the degree to which autism teachers use evidence-based practices in teaching reading skills, where the most common use is reinforcement : (teacher) enhances student response when pronouncing the alphabet, and the use of (scripting) is less used, and the degree of autism teachers' use came to a lesser degree.

for evidence-based practices in teaching reading skills and the result was higher.

Indoctrination : (the teacher) uses physical indoctrination to help the student locate the letter in the word, (self-management) was the least used, while the degree to which autism teachers used evidence-based practices came in teaching mathematics skills and the following practices were used by teachers on a permanent basis : reinforcement (teacher) trains the student to write numbers and give immediate reinforcers for the response, and the pivotal response was less used, and the study also indicates that the most used practices in both reading (memorization, reinforcement, modeling) and writing (reinforcement, modeling, indoctrination).

and mathematics (reinforcement, task analysis, modeling).

the results of the study also found that there are differences in statistically significant in the degree to which autism teachers use evidence based practices in teaching academic skills to people with autism disorder to attribute to the gender variable in favor of females.

as for educational experience, it turns out that there are statistically significant differences and the differences were in favor of those whose experience was (more as for the academic qualification and the effect of the number of courses, it became clear that there were no statistically significant differences.

as for the academic stage, there were statistically significant differences about the degree of using evidence-based practices in teaching the skill of reading for the benefit of the elementary stage.

the study also recommends the necessity of establishing training programs for teachers.

parameters about evidence- based practices.