Preservice Special Education Teachers’ Understanding of Evidence-Based Practices for Teaching Nonverbal or Low Verbal Students with Autism Spectrum Disorder in Saudi Arabia

Abstract

Following parents, teachers are considered primary caregivers for children with ASD. Hence, the purpose of this qualitative collective case study is to explore how preservice special education (SE) teachers in Saudi Arabia make a decision to implement augmentative or alternative communication (AAC). Specifically, the study explored (a) their understanding of evidence-based practices (EBPs), (b) their AAC teaching practices implemented with nonverbal or low verbal ASD students, (c) their opinions and experiences regarding the use of sign language and speech-generating devices (SGD) and whether they considered them evidence-based, and (d) the factors that influence their implementation of EBPs. The participants consisted of eight female preservice SE teachers from the University of Jeddah and King Saud University in Saudi Arabia. Data were collected through semistructured interviews with all preservice SE teachers who were required to have field-based experience working with nonverbal or low verbal children with ASD in their final semester before graduation. Also, classroom observations were conducted to gather factual data and supplementary information on teachers’ teaching practices that they implemented with nonverbal or low verbal students with ASD. Additionally, document analysis was conducted to understand the key elements of program preparation related to the implementation of AAC and EBPs through examining the similarities and differences within and across the two universities. Within- and across-case analysis was used to examine the research questions. The results of this study indicated that preservice special education teachers at the two universities had more commonalities than differences. The results of this study showed that preservice SE teachers working with nonverbal or low verbal ASD students at the two universities were unfamiliar with EBPs. The findings of this study showed that participants from the two universities used low-tech AAC modalities such as picture-based systems, picture cards, or picture boards to visually support nonverbal or low verbal ASD students, thus increase their communication skills. The teachers combined these types of AAC techniques with other intervention procedures. Alternatively, the findings of this study showed that none of the participants from the two universities had applied sign language or SGD interventions or even considered them evidence-based for teaching nonverbal or low verbal ASD students. The results of the study indicated that each of the following factors: the university, the school, the community and parents, and the university’s yearly study program. To be barriers that limit the availability of EBPs, such as the use of sign language and SGD, which teachers are supposed to implement with nonverbal ASD students in Saudi Arabia. This study will help to fill a gap in the existing Saudi research literature on AAC and EBPs, and it is considered the first study of its kind in Saudi Arabia because it adds to the knowledge about preservice teachers’ experiences with the use of sign language and SGD interventions for nonverbal or low verbal children with ASD. The study concluded with a discussion of the implications and recommendations that will help to refine the current practices for working with nonverbal or low verbal ASD students.