Teachers’ Perceptions and Experiences of Using the Picture Exchange Communication System with Children with Autism Spectrum Disorder in Saudi Arabia: A Mixed-Methods Study

Abstract

To bridge research and practice, the suitability of an intervention in a real-world context can be explored via the perceptions and experiences of its users, including teachers. However, there is a significant knowledge gap regarding the perceptions and experiences of special education (SE) teachers who have used the Picture Exchange Communication System (PECS) with children with autism spectrum disorders (ASD). Therefore, this study aims to explore teachers’ perceptions concerning their experiences of using it and their experience of implementing it with children with ASD in a natural context. An exploratory sequential mixed methods design was adopted, which consists of two phases: a qualitative phase followed by a quantitative phase and conducted in the Riyadh region, Saudi Arabia. In the first phase, 13 teachers were recruited from public and special schools and interviewed using semi-structured interviews. Based on the results of the interview and the DTPB theory, an online questionnaire was developed and completed by 96 teachers. The results of the study indicated that the participants had a positive view regarding the use of PECS with children with ASD; however, some of them expressed concern regarding its long-term effects and its use with verbal children with ASD who demonstrated limited communication skills. There were mixed results concerning the ease of implementing PECS. Also, there were differences in the teachers’ implementation of PECS, and various modifications were reported. Finally, several factors influenced the implementation of all PECS phases and the intention to use it. These results need to be interpreted with caution, as many teachers in this study had a special view about PECS's nature. By detailing the experiences and challenges faced by SE teachers when using PECS in a real- world context, the findings of this study may inform policy changes, guide the development of support mechanisms to better assist teachers, and ultimately improve the services provided to children with ASD.