Teachers’ Knowledge and Use of Evidence-Based Teaching Practices for Students with Emotional and Behavior Disorders in Saudi Arabia

Abstract

During the last decade, scholars and policymakers have emphasized the importance of using evidence-based practices in teaching students with disabilities. One barrier to using these practices might be teachers’ lack of knowledge about them. This study investigated teachers’ knowledge and use of evidence-based teaching practices (EBTPs) for students with emotional and behavior disorders (EBDs) in Saudi Arabia. The study survey was completed by 333 general and special education teachers. Generally, participants reported medium knowledge and use of EBTPs for students with EBDs. However, participants reported low use of peer-mediated and self-mediated interventions. Female participants were more knowledgeable than male participants. Major, educational level, and years of teaching experience were not significantly related to their knowledge of EBTPs. The results indicated a strong positive relationship between knowledge and use of EBTPs. The findings of this research are discussed.

Keywords: evidence-based practices, research-based interventions, teaching methods, effective practices, behavioral problems, emotional and behavior disorders