The literature presents a wide range of interventions designed for individuals with autism spectrum disorder (ASD). Among the key stakeholders, special education teachers play a pivotal role in identifying and selecting appropriate interventions, as their opinions and experiences often guide both families and other professionals. The purpose of this study was to examine special education teachers’:
(a) knowledge of evidence-based practices (EBPs) and complementary and alternative treatments (CAMs),
(b) perceptions of the credibility of EBPs and CAMs,
(c) intentions to recommend these interventions to parents of children with ASD, and
(d) reasons behind their credibility assessments and recommendations.

This descriptive study was conducted with a sample of 100 special education teachers. Data were collected through an online questionnaire developed by the researchers and reviewed by experts in the field of ASD, an expert in measurement and evaluation, and a language expert. The questionnaire consisted of three main sections: the first section explained the purpose of the study and provided information about ethical considerations; the second section included demographic questions; and the third section focused on teachers’ knowledge and perceptions regarding various practices. The questionnaire was finalized following expert feedback and a pilot study, after which the main data collection process was carried out.

The findings revealed that:
(a) teachers reported higher familiarity with EBPs (e.g., modeling, task analysis) than with CAMs. Among CAMs, Ayres Sensory Integration® and cranial sacral therapy were the least known;
(b) EBPs were generally perceived as more credible, while certain CAMs, such as play therapy, were regarded as relatively credible;
(c) teachers were more likely to recommend EBPs than CAMs to parents of children with ASD. Among CAMs, play therapy emerged as the most commonly recommended;
(d) credibility and recommendation of EBPs were often justified based on their proven effectiveness and support from research, whereas the disbelief in CAMs was mainly attributed to lack of knowledge and insufficient scientific evidence.

Overall, the study underscores the importance of improving teacher training in both EBPs and CAMs, as well as the necessity of disseminating accurate and up-to-date information regarding the empirical support of various intervention methods. These findings may contribute to future professional development initiatives and help align classroom practices with scientifically supported approaches.

Keywords: Special education, autism, complementary and alternative, evidence-based, survey, teacher.