Understanding the Implementation of Evidence-Based Practices in Autism Early Intervention Settings within the Context of Saudi Arabia

Abstract

While 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.