Autism spectrum disorder knowledge among kindergarten teachers in Lebanon: a cross-sectional survey.

Researchers surveyed 355 kindergarten teachers in Lebanon to see how much they knew about autism. Teachers had moderate knowledge overall, scoring about 55% on the test. They knew more about autism signs and behaviors but less about what causes autism. Teachers who had worked with autistic children before and those in certain areas knew more.

Since children can be diagnosed with autism around kindergarten age, it's important for teachers to know the signs so they can help families get early support.

This cross-sectional study surveyed 355 kindergarten teachers across Lebanon to assess their knowledge of autism spectrum disorder (ASD). Teachers demonstrated moderate overall knowledge with a mean score of 17.7/32 (55.3%). Knowledge was highest regarding symptoms and behaviors (59.9%) and lowest for etiology and prevalence (48.3%). Statistical analysis revealed that area of residence, years of experience, information sources, and prior interactions with autistic children were significant predictors of ASD knowledge.

Multivariate analysis confirmed that area of residence and prior interaction with autistic children were the strongest predictors. The study highlights gaps in teacher knowledge despite their crucial role in early detection during the typical kindergarten entry age of 18-24 months.

Results suggest need for systematic ASD training programs for kindergarten teachers, particularly focusing on etiology and prevalence. Enhanced training could improve early detection rates during the critical 18-24 month diagnostic window. Professional development should include direct exposure to autistic children to maximize knowledge retention and practical application.

Single country study limiting generalizability. Cross-sectional design prevents causal inferences. Convenience sampling may introduce selection bias. Self-reported knowledge measures may not reflect actual detection abilities. Study doesn't assess whether knowledge translates to appropriate referral behaviors.

Autism spectrum disorder (ASD) is defined by persistent social communication difficulties and restricted, repetitive behaviours. Its increasing prevalence heightens the demand for earlier diagnosis and intervention. ASD can be diagnosed between 18 and 24 months, the typical kindergarten entry age, highlighting the vital role of kindergarten teachers in early detection. In Lebanon, the economic crisis has increased the demand for kindergarten services as both parents are working.

This study aims to assess the knowledge of kindergarten teachers in Lebanon about ASD, emphasising their role in early detection and intervention referral. A descriptive cross-sectional study was conducted between June 2023 and January 2024 using convenience sampling. Data were collected through a survey administered to 355 kindergarten teachers from all Lebanese governorates. The questionnaire assessed participants' sociodemographic characteristics, perceived knowledge of ASD and included the validated Autism Spectrum Knowledge Scale-General.

Responses were obtained from 355 kindergarten teachers, aged 18 to 50 years, representing 57 kindergartens. Overall, Lebanese kindergarten teachers demonstrated moderate knowledge of ASD, with a mean score of 17.7/32 (55.3%). The level of knowledge regarding the symptoms and associated behaviours, assessment and diagnosis, treatment, outcomes and prognosis of the disease was moderate (59.9%, 58.2%, 54.3% and 52%, respectively). The lowest scores were observed in items related to the aetiology and prevalence of ASD (48.3%).

Moreover, areas of residence, years of experience, sources of information and prior interactions with children with ASD were all statistically significant predictors of ASD knowledge (p=0.046, p=0.002, p=0.043 and p<0.001, respectively). Multivariate linear regression revealed that area of residence (p=0.009) and prior interaction with children with ASD (p<0.001) were significantly associated with knowledge scores. Many teachers are unfamiliar with ASD and its implications for children, yet it is crucial to raise awareness of ASD and incorporate it into educational curricula.