Evidence map›Paper›PMID 41031040›Full record

ArticlePeerJ2025

Teacher preparedness regarding autism spectrum disorder in the Jazan region, Saudi Arabia: a cross-sectional study.

Maged El-Setouhy, Ahmad Y Alqassim, Mohammad Zaino, Essam A AlAmeer, Anwar Makeen, Mohammed A Muaddi, Abdullah A Alharbi, Renad H Hamzi, Amaal A Hamdi, Hanan N Abu Summah and 5 more

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Article in PeerJ, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
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0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

15 authors.

Maged El-SetouhyDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Ahmad Y AlqassimDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Mohammad ZainoFaculty of Nursing and Health Science, Physical Therapy Department, Jazan University, Jazan University, Jazan, Saudi Arabia.
Essam A AlAmeerPsychiatry Department, Prince Sultan Military Medical City, Riyadh, Saudi Arabia.
Anwar MakeenDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Mohammed A MuaddiDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Abdullah A AlharbiDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Renad H HamziDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Amaal A HamdiDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Hanan N Abu SummahDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Norah K NajmiDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Raghad M SharahilyDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Maram A ZuqayliDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Fatimah A KhubraniDepartment of Family and Community Medicine, Faculty of Medicine, Jazan University, Jazan, Saudi Arabia.
Kholod WasliAlHokamaa Specialist Center, Jazan, Saudi Arabia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Background: Autism spectrum disorder (ASD) is a multifaceted neurodevelopmental condition marked by distinct behavioral patterns, impaired social interaction, and communication challenges. Early recognition and appropriate intervention are pivotal for improving outcomes. This study aims to comprehensively evaluate the understanding, attitudes, and teaching methodologies of kindergarten and primary school teachers in the Jazan region, Kingdom of Saudi Arabia, regarding children with ASD. Methodology: A cross-sectional study was conducted using a multistage cluster random sampling technique. An interview-based questionnaire was administered to kindergarten and primary school teachers in the Jazan region. The target sample size was 800 teachers. Results: Among the 870 participating teachers, 87.8% reported lacking prior training on effectively addressing the needs of children with ASD. However, 74.8% demonstrated substantial understanding of the social communication difficulties faced by autistic children, and 76.2% were aware of the attention-related challenges these children encounter. Additionally, 77.7% of participants recognized the pivotal role of open communication between teachers and families in facilitating quality educational experiences and enhancing academic outcomes for students with ASD. Conclusion: The study highlights the critical need for targeted training programs to equip teachers with essential skills for supporting students with ASD. These findings underscore the importance of policy interventions to ensure adequate resources and expertise for effectively accommodating the unique needs of students with ASD in mainstream schools.

Indexed as

Autism Spectrum DisorderHealth Knowledge, Attitudes, PracticeSchool TeachersAdultChildChild, PreschoolCross-Sectional StudiesFemaleHumansMaleMiddle AgedSaudi ArabiaSurveys and QuestionnairesAutism spectrum disorderEarly signs of ASDSaudi ArabiaTeacher preparedness

Identifiers

PMID41031040
PMCPMC12478311

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LicenceCC BY-NC
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.