Initial Indicators of Autism Spectrum Disorder in  Early Childhood in Qassim: Teacher’ and Parents’ Perspective

 
Abstract
The study aimed to identify the extent of parents' knowledge of the early indicators of Autism Spectrum Disorder (ASD) in early childhood in the Qassim region, as well as the extent of teachers' knowledge of these indicators in the same context. It also sought to examine the statistical differences in parents' knowledge of the early indicators of ASD based on variables such as educational qualification, age, and economic status. Additionally, the study investigated statistical differences in teachers' knowledge of the early indicators of ASD based on variables such as educational qualification, years of experience, and training courses.
The study adopted a descriptive (survey) methodology by applying a questionnaire to a random sample comprising 85 parents and 93 teachers of children with ASD in the Qassim region. The findings revealed that the overall knowledge of parents and teachers regarding the early indicators of ASD in early childhood in the Qassim region was high.
The results also indicated no statistically significant differences in parents' knowledge of the early indicators of ASD attributed to educational qualification, age, or economic status. However, the findings showed statistically significant differences in teachers' knowledge of the early indicators of ASD attributed to educational qualification, favoring those with higher qualifications. Similarly, there were statistically significant differences in teachers' knowledge attributed to years of experience, favoring those with more experience. On the other hand, no statistically significant differences were found in teachers' knowledge of the early indicators of ASD attributed to training courses.
Keywords: Autism Spectrum Disorder, Early Childhood,  Qassim