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This study aimed to identify the level of teachers’ perception of use and effectiveness of evidence-based instructional and behavioral practices (EBIBPs) when teaching students with ADHD, and the relationship of the perception in a number of variables. The descriptive approach was used. The sample consisted of 312 teachers. The results indicated that the level of participants' perception of use and effectiveness of the EBIBPs was moderate. It was also found that there were statistically significant differences in the level of perception of use and effectiveness attributed to gender in favor of femals. Also, there were statistically significant differences in participants ’perception of use based on the major, in favor of special education teachers. Moreover, the results revealed statistically significant differences based on the of number of training programs. Participants, who had a higher number of training programs, demonstrated higher levels of perception of use and effectiveness compared to those who had a fewer number of training programs. In addition, the results indicated that there is a positive relationship between teachers' use of EBIBPs and their perspectives regarding the effectiveness of these practices. Based on the results of this study, several recommendations for increasing the level of teachers' use of EBIBPs were provided.


Teachers, evidence-based practices, ADHD, use, effectiveness. المعلمين، الممارسات المبنية على الأدلة اضطراب فرط الحركة وتشتت الانتباه، استخدام.

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