Knowledge to Action: Investigating Teachers’ Knowledge, Use and Implementation of Autism Evidence-based Practices in Saudi Arabia

Abstract

The increasing number of children diagnosed with autism entering mainstream education has placed significant pressure on schools to optimise students’ academic and developmental growth. As a result, a wide array of interventions recognised as Evidence-Based Practices (EBPs) has been developed for use by teachers of students with autism. The implementation of EBPs in autism classrooms has proven to be a cornerstone of effective teaching performance in improving students’ outcomes. However, several concerns have been raised in the literature in relation to autism teachers’ use of scientifically unsupported practices and their reliance on personal experience. This has prompted calls for research aimed at bridging the research-topractice gap to embrace a paradigm shift that emphasises active implementation processes. A mixed-methods approach was employed in this study. Purposive sampling was used to recruit teachers in public and private schools in Saudi Arabia who met the inclusion criteria. Guided conceptually by the knowledge-to-action framework, a quantitative, self-report survey was employed to examine participants’ knowledge and use of various teaching practices. A qualitative research design, based on focus group discussions, was used to investigate the barriers to and facilitators of the implementation of EBPs as perceived by teachers of students with autism. Analysis of the quantitative data from the survey of 106 participants indicated greater knowledge and use of EBPs compared to emerging (EM) and unsupported teaching practices (UN). Although there were significant differences in knowledge and use of EBPs compared to other teaching practice categories, findings also indicated that teachers of students with autism in Saudi Arabia continue to implement teaching practices that have insufficient empirical evidence or have proven to be ineffective or harmful. Comparison by gender, years of experience, and employment sector on reported knowledge and use of EBPs, EM and UN teaching practices indicated no statistically significant demographic differences, with only a few exceptions. Reflexive thematic analysis of the qualitative data identified various barriers to the implementation of EBPs. These were categorised into four themes: (1) The university failed to prepare me; (2) Failure to thrive in an ill-equipped classroom; (3) Insufficient EBP knowledge; (4) Administrative and structural obstacles. Three main themes emerged in relation to facilitators: (1) Customising EBP training; (2) Building teams and enhancing collaboration; and (3) Making EBP contextually relevant. The main limitations of the study related to scope, sampling technique and sample size, as well as time and resource constraints. Nonetheless, the findings provide baseline evidence that can guide future research and inform the development of relevant policies and programs by the Ministry of Education that enhance the implementation of evidence-based autism practices and facilitate teachers’ involvement in the translation process. The study aligns with the call for a paradigm shift away from a focus on the efficacy of EBPs towards an exploration of the factors that contribute to successful implementation and sustainment. The findings also represent an original contribution to the literature on ensuring the contextual relevance of implementation strategies in different cultural settings.