Teachers’ Awareness and Practices of Evidence-Based Approaches Supporting the Use of Assistive Technologies in Teaching Children with Autism Spectrum Disorder (73576)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Tone Marie Galteland

Friday, 22 September 2023 16:25
Session: Session 4
Room: Sant Sebastia
Presentation Type:Oral Presentation

All presentation times are UTC + 2 (Europe/Madrid)

This study aimed to investigate teachers’ awareness and practices of evidence-based practices (EBP) that support the use of assistive technologies in teaching children with ASD in early intervention settings in Jordan. Interviews were used to collect data from 20 teachers of children with ASD. The results indicated that the most EBP practiced in teaching these children are: Applied Behavior Analysis and task analysis with a practices rate of (76.9%), as 69% of teachers use reinforcement and extinguishing, in contrast, the least EBP practices by teachers of children with ASD are: self-management (SM) (15/4%), natural intervention (23.1), time delay (23.1), cognitive behavioral intervention and functional communication training (30.8%).With regard to teachers' knowledge and practice of assistive technology in teaching children with autism, the result showed that the most used tools are: social skills apps, video modeling apps, behavior tracking apps, educational games apps, time management aops with a practices rate of (61.5%), in contrast the least AT tools practices by of children with ASD are: 23% of teachers used Augmentative and Alternative Communication (AAC) Devices and Visual Schedule Apps, as 48.5% of teachers used sensory regulation apps, and adaptive equipment. The result showed also that 38.5% of teachers have high knowledge as 38.5% of teachers have medium knowledge of integrating AT into teaching practices. Directions for further research and recommendations for policy and practice are discussed.

Kholoud Al-Dababneh, The Hashemite University, Jordan

About the Presenter(s)
Dr. Kholoud A. Al-Dababneh is a Full Professor in Special Education at Hashemite University in Jordan, and has contributed to more than 50 peer- reviewed publications, and an active reviewer in many international journals

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00