沙特教师的知识和基于证据的实践的实施,以改善自闭症学生的社会技能
1Department of Special Education, College of Education in Al-Kharj, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia.
International journal of developmental disabilities
|June 18, 2025
概括
利雅得的教师表现出对自闭症谱系障碍 (ASD) 学生的基于证据的实践 (EBP) 有很强的知识,但不经常实施. 建议进一步整合EBP以加强社会技能发展.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 自闭症谱系障碍 (ASD) 在社会技能发展方面提出了独特的挑战.
- 基于证据的实践 (EBP) 对ASD学生的有效干预至关重要.
- 了解教师对EBP的看法对于成功实施至关重要.
研究的目的:
- 调查教师对应用EBP的看法,以提高ASD学生的社会技能.
- 确定教师报告的知识与EBP实际实施之间的差异.
- 探索沙特阿拉伯利雅得高中EBP应用的现状.
主要方法:
- 使用调查仪器进行定量研究设计.
- 采用5级利克尔特尺度来收集数值数据.
- 在利雅得,有183名高中教师 (59%的参与率) 的学生有ASD完成了调查.
主要成果:
- 受访者报告了ASD学生的EBP知识高于平均水平.
- 教师表现出对EBP有充分的概念和理论理解.
- 调查结果表明,教师的知识与他们报告的EBP实施之间存在差距.
结论:
- 利雅得的教师正在应用EBP来教自闭症学生社会技能.
- 教师对ASD的EBP的知识超过了他们目前的实施水平.
- 在沙特阿拉伯,对于患有自闭症的学生,教师需要加强EBP的实施.
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