Teachers’ Knowledge and Use of Evidence-Based Teaching Practices for Students with Emotional and Behavior Disorders in Saudi Arabia

During the last decade, scholars and policymakers have emphasized the importance of using evidence-based practices in teaching students with disabilities. One barrier to using these practices might be teachers’ lack of knowledge about them. This study investigated teachers’ knowledge and use of evidence-based teaching practices (EBTPs) for students with emotional and behavior disorders (EBDs) in Saudi Arabia. The study survey was completed by 333 general and special education teachers. Generally, participants reported medium knowledge and use of EBTPs for students with EBDs. However, participants reported low use of peer-mediated and self-mediated interventions. Female participants were more knowledgeable than male participants. Major, educational level, and years of teaching experience were not significantly related to their knowledge of EBTPs. The results indicated a strong positive relationship between knowledge and use of EBTPs. The findings of this research are discussed. Keywords: evidence-based practices, research-based interventions, teaching methods, effective practices, behavioral problems, emotional and behavior disorder

Teachers’ Perception of Use and Effectiveness of Evidence-based Instructional and Behavioral Practices when Teaching Students with ADHD

هدفت الدراسة الحالية إلى التعرف على مستوى ادراك المعلمين لاستخدام وفاعلية الممارسات التعليمية والسلوكية المبنية على الأدلة عند تعليم الطلبة ذوي اضطراب فرط الحركة وتشتت الانتباه، وعلاقته بعدد من المتغيرات. وتم استخدام المنهج الوصفي المسحي الارتباطي، حيث تكونت عينة الدراسة من 312 معلمًا ومعلمة، وأشارت نتائج الدراسة إلى أن مستوى ادراك المشاركين لاستخدام وفاعلية الممارسات التعليمية والسلوكية المبنية على الأدلة متوسط. كما تبين أن هناك فروقًا ذات دلالة إحصائية تعود لمتغير الجنس، حيث تبين أن لدى المعلمات مستوى أعلى من الادراك للاستخدام والفاعلية. وظهرت فروق ذات دلالة إحصائية في ادراك المشاركين للاستخدام بناء على متغير التخصص، وذلك لصالح معلمي التربية الخاصة. وأسفرت النتائج عن وجود فروق ذات دلالة إحصائية تعود لمتغير عدد البرامج التدريبية، حيث أبدى المشاركون، الذين لديهم عدد أعلى من البرامج التدريبية، مستويات أعلى من الادراك للاستخدام والفعالية مقارنة بالذين لديهم عدد أقل من البرامج التدريبية. كما أشارت النتائج إلى أن هناك علاقة ارتباطية إيجابية بين استخدام المعلمين للممارسات التعليمية والسلوكية المبنية على الأدلة، ووجهة نظرهم حول فاعلية استخدامها. وبناء على نتائج الدراسة الحالية، فقد تم تقديم العديد من التوصيات التي من الممكن أن تساهم في زيادة مستوى استخدام المعلمين للممارسات التعليمية والسلوكية المبنية على الأدلة.This study aimed to identify the level of teachers’ perception of use and effectiveness of evidence-based instructional and behavioral practices (EBIBPs) when teaching students with ADHD, and the relationship of the perception in a number of variables. The descriptive approach was used. The sample consisted of 312 teachers. The results indicated that the level of participants' perception of use and effectiveness of the EBIBPs was moderate. It was also found that there were statistically significant differences in the level of perception of use and effectiveness attributed to gender in favor of femals. Also, there were statistically significant differences in participants ’perception of use based on the major, in favor of special education teachers. Moreover, the results revealed statistically significant differences based on the of number of training programs. Participants, who had a higher number of training programs, demonstrated higher levels of perception of use and effectiveness compared to those who had a fewer number of training programs. In addition, the results indicated that there is a positive relationship between teachers' use of EBIBPs and their perspectives regarding the effectiveness of these practices. Based on the results of this study, several recommendations for increasing the level of teachers' use of EBIBPs were provided

Challenges faced by teachers of students with ADHD in integrating assistive technology, and teachers' attitudes about it

The purpose of this study is to identify the challenges faced by teachers of students with ADHD in integrating assistive technology and teachers' attitudes about it, so a descriptive approach was used. The study sample consisted of 324 male and female teachers who work in the schools that have programs for students with ADHD in Riyadh city. The results indicated that the major challenges faced by the teachers are: lack of training courses in the field of assistive technology, lack of knowledge about assistive technology, shortage of assistive technology specialists in schools, and the lack of administrative and financial support. There were statistically significant differences at the.05 significance level or less between teachers based on gender, educational level, and years of teaching experience, for female teachers, teachers who with bachelor degree, and teachers with 10 years of teaching experience or more, while there are no statistically significant differences between teachers based on training programs. They also demonstrated that teachers have positive attitudes about integrating assistive technology in teaching students with ADHD. There was a statistically significant negative correlation between challenges that prevent the use of assistive technology and the teachers' attitudes about it

The Level of Teachers\u27 Readiness to Implement the Multi-Tiered System of Support in Inclusive Schools

The aim of the study was to identify the extent of teachers’ readiness to implement the multi-tiered system of support in inclusive schools in Riyadh, and its relationship to gender, majors, years of teaching experience, and training workshops, and to identify whether the study variables can predict teachers’ readiness to implement multi-tiered system of support. A descriptive approach was used, and the researchers developed a survey which was distributed to a sample consisting of 167 male and female teachers. The results of the study indicated that most of the teachers were highly prepared to implement the multi-tiered system of support and that there were no statistically significant differences attributed to the study variables of gender, majors, and years of teaching experience. However, there were statistically significant differences among participants who had attended more than three training workshops. The results indicated the possibility of predicting the level of teachers’ readiness to implement the multi-tiered system of support in inclusive schools through the number of training programs they had taken, whereas it found that the variables of gender, majors, and years of teaching experience did not predict or explain the variation in the level of teachers\u27 readiness

Teachers of Students with Learning Disabilities Viewpoints of the Predictive Validity of Using Evidence-Based Practices

Abstract The purpose of the study was to examine predictive ability in the importance of using teachers of students with learning disabilities for evidence-based practices, from their perspectives. The differences among participants were measured based on gender, teaching experience, and the number of training programs. The study used a descriptive survey design. The survey was distributed to all elementary teachers of students with learning disabilities in the Qassim region. The participants consisted of 85 teachers. The study found that teachers use evidence-based practices to a great extent when teaching students with learning disabilities. The most used practices were ‘read naturally, repeated reading, explicit instruction, and spelling mastery’. The level of teachers’ perspectives regarding the importance of using these practices was high, and the most important practices were repeated reading, spelling mastery, explicit instruction, and direct instruction. There were significant statistical differences between the average scores for using evidence-based practices based on gender, in favor of female teachers. There were no statistically significant differences, between the average scores for using of evidence-based practices based on years of teaching experience or number of training programs. The study revealed the teachers’ perspectives regarding the importance of using evidence-based practices predicted their use of these practices. In addition, the study recommended educating teachers about the importance of using evidence-based practices when teaching students with learning disabilities and training them on the right way to use these practices. Keywords: Predictive ability, evidence-based practices, teachers of students with learning disabilities

Adapting evidence-based clinical practice guidelines for people with attention deficit hyperactivity disorder in Saudi Arabia: process and outputs of a national initiative

Abstract Background We recently adapted the published National Institute for Health and Care Excellence (NICE) Attention deficit hyperactivity disorder (ADHD) diagnosis and management guideline to the Saudi Arabian context. It has been postulated that adaptation of evidence-based clinical practice guidelines to the local healthcare context rather than de-novo development will improve their adoption and implementation without imposing a significant burden on resources. The objective of this paper is to describe the adaptation process methodology utilized for the generation of the first national guideline for management of people with ADHD in Saudi Arabia. Methods We used the KSU-Modified-ADAPTE methodology for the guideline adaptation process. We describe the full process in detail including the three phases of set-up, adaptation, and finalization. The process was conducted by a multidisciplinary guideline adaptation group in addition to an external review for the clinical content and methodology. Results The group adapted ten main categories of recommendations from one source CPG (NICE). The recommendations include: (i) service organisation and training, (ii) recognition, identification and referral, (iii) diagnosis, (iv) support, (v) managing ADHD, (vi) dietary advice, (vii) medication, (viii) maintenance and monitoring, (ix) adherence to treatment, and (x) review of medication and discontinuation. Several implementation tools were compiled and developed to enhance implementability including a clinical algorithm, quality measures, coding system, medication tables, translations, patient information, and online resources. Conclusions The finalized clinical practice guideline provides healthcare providers with applicable evidence-based guidance for the management of people with ADHD in Saudi Arabia. The project also demonstrated the effectiveness of KSU-Modified-ADAPTE, and emphasized the value of a collaborative clinical and methodological expert group for adaptation of national guidelines.http://deepblue.lib.umich.edu/bitstream/2027.42/173676/1/13034_2020_Article_351.pd