Discipline: Education
This study examined the extent to which teachers in some specified schools in the Division of Saranggani used Evidence-Based Practices in their instruction of students with ASD. The researcher utilized a Mixed Method approach, combining quantitative and qualitative techniques. The frequency count and percentage distribution were used to examine the responder profile. The association between the profile, degree, and extent of respondents’ use of EBPs in instruction was examined using the Pearson Product Moment Coefficient Correlation. The information obtained through interviews was also arranged and analyzed. Based on the findings, there is a moderate extent to respondents’ level of utilization of several evidence-based practice treatments. There is a significant relationship between teachers’ profiles and the extent of use of EBP in teaching, especially for age, highest educational attainment, and length of service. The finding suggests that the identified profile variables deemed significant influence how teachers use numerous EBP interventions. Different themes emerged during the interview with the teacher- respondents. These are Behavior management, Policies on training and resources, and an Inclusive environment. The teacher-respondents’ educational attainment and teaching experiences can be one of the reasons they face problems and challenges in using EBP in teaching students with ASD. It is challenging for teachers to implement EBPs due to the lack of trainings on specific strategies and methods targeting the effective use of this practice. In addition, behavior management in an inclusive classroom is extremely difficult, especially with a lack of support and resources. It was recommended that the school consider hiring older teachers with higher educational status and who have been in the academe for longer, especially when asked to teach in an ASD program.
ISSN 2960-365X (Online)
ISSN 2945-4603 (Print)
Philippine E-Journals
