واقع تعليم الممارسات المبنية على الأدلة في برامج إعداد معلمي ذوي اضطراب طيف التوحد وبرامج التطوير المهني في مدينة الرياض من وجهة نظر المعلمين
In light of the increasing prevalence of autism spectrum disorder (ASD) in Saudi Arabia, this study sought to identify the reality of teaching evidence-based practices (EBP) in pre-service and professional development programs for ASD teachers. The study utilized the descriptive survey method to analyze the training the teachers had received from their perspective. The study used a questionnaire as a tool for collecting data from the sample, and upon distribution, 106 of the targeted teachers responded. The results revealed the inadequacy of delivering EBPs in professional development programs to ASD teachers, and they rated their learning of EBPs as low, compared to their preparation programs. The study presented several recommendations, such as the scientific-based building of professional development programs for teachers and consistently providing such courses. (Published abstract)