SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Understanding the Implementation of Evidence-Based Practices in Autism Early Intervention Settings within the Context of Saudi Arabia(University of Warwick, 2024) Alatifi, Nouf; Richard, Hastings; Kylie, GrayWhile evidence-based practices (EBPs) are recognised as effective for autistic children in early intervention, significant challenges persist in their implementation. This is particularly relevant in the Saudi Arabian context, where the topic of EBPs targeting autistic children in early intervention settings remains conspicuously understudied. This PhD research aims to understand the implementation of EBPs in autism early intervention settings in Saudi Arabia, utilising both quantitative and qualitative research methodologies across six chapters. The PhD thesis begins with an introduction to autism and EBPs, reviews existing studies on autism interventions in Saudi Arabia, and outlines the research objectives and structure. Chapter 3 presents the findings from a survey of 173 early intervention professionals who work directly with autistic children under six years old across various public and private settings in all regions of Saudi Arabia. This survey examines their knowledge, attitudes, and reported use of EBPs, identifying factors that influence their selection of interventions. Chapter 4 explores the barriers and facilitators to using EBPs with autistic children through semi-structured interviews. Chapter 5 introduces an intervention aimed at improving the use of a specific EBP, the Picture Exchange Communication System (PECS), through Special Education Implementation Training (SEIT). A mixed-methods approach, including a checklist and interviews, was used to evaluate changes in PECS usage and identify challenges in implementing SEIT’s suggestions. Chapter 6 synthesises the findings, discussing their implications and suggesting directions for future research. The PhD research highlights that while EBPs are used, some remain unused, with individual, organisational, and systemic challenges such as knowledge gaps, attitudes towards EBPs, inadequate EBP training, insufficient resources, and a lack of an autism-supportive curriculum impacting their implementation. These insights are crucial for understanding the use of EBPs in autism early intervention settings in Saudi Arabia.10 0Item Restricted Exploring and Understanding Teachers' Perceptions and Practices of The Early Intervention Programme for Children with ADHD in Saudi Arabian Inclusive Kindergarten Classrooms(University of Exeter, 2024-06-11) Alzahrani, Samirah; Norwich, Brahm; Moor, DarrenAims and rationale: This study explores teachers’ perceptions and practices in using the early intervention programme Assessment, Evaluation and Programming System (AEPS) that was recently implemented in Saudi kindergartens and involves children from 3 to 6 years old with hyperactivity and attention problems (ADHD). The study endeavours to explore and provide insight into how special education teachers (SET) practised early intervention programmes for children with ADHD in their inclusive classrooms from September 2019 to April 2020. In addition, it is mostly focused on how the teaching and behaviour modification was practised with children identified as having ADHD. Although the Saudi educational system has focused significantly on establishing an inclusive learning environment, there is a lack of in-depth case study research in Saudi Arabia on this field. Case study methodology can contribute by providing in-depth insights into this field and challenges in terms of time, class size, the equitable environment of the class, inclusive implementation of learning and teaching methodology, and parental involvement. So, the research looked into teachers’ attitudes towards inclusion and the inclusive classroom, teachers’ knowledge of early intervention and ADHD, teacher self-efficacy and how children with ADHD responded to this intervention. This study used a multiple case study approach on four different inclusive classrooms in Saudi kindergartens that were implementing the AEPS. Two cases were in Jeddah city and two cases were in Riyadh city. Questionnaires were conducted with the four special education teachers who implemented the Early Intervention Programme (EIP), which included three scales: knowledge about ADHD intervention, attitudes towards inclusion of a child with ADHD, and inclusive teaching efficacy. Semi-structured interviews were conducted with the four special education teachers (SETs) and also with class teachers (CT), an assistant teacher (AT) and a psychologist i who worked in the early intervention programme with children with ADHD in inclusive public kindergartens. This was to collect data about their perceptions and practices of the early intervention programme with children with ADHD and to assess the children’s responses to this programme to identify any proposals that could improve the practices in their work. The study found that AEPS was clear and easy to understand and implement, and helpful for parents to track and contribute to their children’s progress. However, it was not enough for the children having ADHD, because AEPS was not the most comprehensive EIP to use for them. For example, AEPS did not include any goals related to modifying the child’s behaviour. Also, teachers faced some challenges, for example, the inflexibility of adjusting the AEPS, the number of children in the inclusive classroom, and the lack of training and preparation about EIP (AEPS), and ADHD. Moreover, there was a lack of a supporting team and behavioural strategies, and family collaboration. Also, it was found that there were some factors affecting the child's response, such as medication, level of disability, and acceptance. The practical implications of this study were mainly about providing a support team in all kindergartens, providing specialised training for teachers, providing regular meetings and seminars to develop their practical skills, and create formal communication channels to ensure effective collaboration between teachers and parents. Further research is recommended with different groups of children with disabilities; in different regions of Saudi Arabia; other contexts and cultures; replicating with a more sizeable sample, including parents and principals. Using a different methodology and methods to examine this and other early interventions could also be considered. Further research could examine the necessary competencies for early intervention teachers working in inclusive classrooms in kindergarten.23 0