Teacher Efficacy, Teacher Burnout, and Attitudes Toward Students with Autism PDF Download
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Author: Joshua Benjamin Skuller
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 558
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Book Description
Students with autism require a variety of supports to be successful in classrooms. Because of this, special education teachers need additional training to address these needs along with balancing the demands of the rest of their caseload. This daunting task can often lead to lower levels of efficacy (general teaching and personal teacher) and increased levels of burnout. The Teacher Efficacy Scale-Short Form (Hoy & Woolfolk 1993), Teacher Burnout Scale (Seidman & Zager, 1987), and Autism Attitude Scale for Teachers (Olley et al., 1981) were chosen for this study. The Olley et al. work was modified to reflect current trends in language, remove efficacy-based questions, and add several new questions; the scale was renamed the Teachers' Attitudes about Autism Scale. The final questionnaire, Autism Education Survey (AES), consisted of the three scales plus environmental factors. The central research question reflects the purpose of this study: What is the effect of teacher efficacy and teacher burnout on educators' attitudes towards students with autism? After human subjects approval, the survey was administered to the 684 teachers who fit the profile, those special education teachers in a large urban district in a south central state who held LBD and moderate/severe disability certificates; 267 (39%) responded. Descriptive statistics; psychometric work (factor analysis, Cronbach's alpha, and interscale correlations), and multiple regression were conducted. The results for Research Question 1 demonstrated that the environmental factors are essentially independent of attitudes towards autism with the exception of hours spent in an autism workshop. Analysis for Research Questions 2 and 3 revealed that for special education teachers dealing with autism, both general teaching efficacy and personal teacher efficacy were significant for Autism-Inclusion and Autism-Supports. For Teacher Burnout, the Attitudes Towards Students and Coping with Stress were the most significant of the four subscales. In Research Question 3, the hierarchical regressions produced essentially the same results as RQ2, except that the environmental factors (entered first) were basically rendered non-significant when the professional characteristics were added, demonstrating that Teacher Efficacy and Teacher Burnout are the stronger predictors of teachers' attitudes about autism. The implications of the results are discussed.
Author: Joshua Benjamin Skuller
Publisher:
ISBN:
Category : Special education teachers
Languages : en
Pages : 558
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Book Description
Students with autism require a variety of supports to be successful in classrooms. Because of this, special education teachers need additional training to address these needs along with balancing the demands of the rest of their caseload. This daunting task can often lead to lower levels of efficacy (general teaching and personal teacher) and increased levels of burnout. The Teacher Efficacy Scale-Short Form (Hoy & Woolfolk 1993), Teacher Burnout Scale (Seidman & Zager, 1987), and Autism Attitude Scale for Teachers (Olley et al., 1981) were chosen for this study. The Olley et al. work was modified to reflect current trends in language, remove efficacy-based questions, and add several new questions; the scale was renamed the Teachers' Attitudes about Autism Scale. The final questionnaire, Autism Education Survey (AES), consisted of the three scales plus environmental factors. The central research question reflects the purpose of this study: What is the effect of teacher efficacy and teacher burnout on educators' attitudes towards students with autism? After human subjects approval, the survey was administered to the 684 teachers who fit the profile, those special education teachers in a large urban district in a south central state who held LBD and moderate/severe disability certificates; 267 (39%) responded. Descriptive statistics; psychometric work (factor analysis, Cronbach's alpha, and interscale correlations), and multiple regression were conducted. The results for Research Question 1 demonstrated that the environmental factors are essentially independent of attitudes towards autism with the exception of hours spent in an autism workshop. Analysis for Research Questions 2 and 3 revealed that for special education teachers dealing with autism, both general teaching efficacy and personal teacher efficacy were significant for Autism-Inclusion and Autism-Supports. For Teacher Burnout, the Attitudes Towards Students and Coping with Stress were the most significant of the four subscales. In Research Question 3, the hierarchical regressions produced essentially the same results as RQ2, except that the environmental factors (entered first) were basically rendered non-significant when the professional characteristics were added, demonstrating that Teacher Efficacy and Teacher Burnout are the stronger predictors of teachers' attitudes about autism. The implications of the results are discussed.
Author: Heather Kristen Jennett
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Author: Lisa A. Ruble
Publisher: Springer Science & Business Media
ISBN: 1461423325
Category : Psychology
Languages : en
Pages : 296
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Book Description
Rising numbers of young children diagnosed with autism spectrum disorders means more students with ASD entering pre-school and the elementary grades. For these young learners, individualized instruction toward measurable goals is crucial to effective education. The COMPASS program—Collaborative Model for Promoting Competence and Success for Students with Autism Spectrum Disorders—has been developed to improve outcomes for these students in the unique context of their lives. Collaborative Model for Promoting Competence and Success for Students with ASD builds consulting and ASD knowledge competencies while working with families and teachers in a systematic, empirically supported consultation program. The book offers a framework for individualized assessment and program planning based in students’ life experiences along with family and teacher input. At the same time, its two-tiered consultation/coaching strategy is designed to minimize the setbacks that occur even in optimal family and classroom situations. Protocols, scripts, forms, and case examples are included for a complete guide to facilitating successful learning. Featured in the text: Theory and rationale behind COMPASS. Self-evaluation tools for assessing core skills and competencies. Guidelines for writing effective Individual Education Programs and the COMPASS Action Plan. Detailed instructions for implementing Action Plans and monitoring progress. Case studies of the COMPASS program in real-life situations. A complete kit of forms, scales, and checklists. Practitioners working with children with ASD, particularly in child and school psychology, special education, rehabilitation, social work, speech pathology, and developmental psychology, will find in Collaborative Model for Promoting Competence and Success for Students with ASD a consultation model that empowers teachers, families, and above all, students.
Author: Joseph Mintz
Publisher: Frontiers Media SA
ISBN: 2832540740
Category : Education
Languages : en
Pages : 128
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Book Description
There has been considerable interest internationally in how research can be effectively translated to have an impact on practice in schools. The application of evidence informed approaches in the field of education is contested and debated. Such debates are intensified in relation to the issue of how best to include children with diverse learning needs in the classroom. The role of knowledge, science and evidence in how we both conceptualize and best support children with special educational needs and other forms of diversity in the classroom, remains an open question in terms of booth policy and practice. Although there is a considerable and growing body of literature on evidence informed practice in education in general, there has been less attention paid to its implications for the domain of educational inclusion specifically. However, tensions between differing conceptualisations of difference and the role of categorisation present questions as yet not fully answered as to the ways in which evidence can and should articulate with practice in this specific domain. For example, issues of what is inclusion, the place of norms and values that define inclusion, how we conceptualize and think about difference, across culture, language and cognition, are raised when we think about the application of evidence to practice in the area of educational inclusion.
Author: Stefani M. Angiulo
Publisher:
ISBN:
Category : Autistic children
Languages : en
Pages : 0
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Book Description
Purpose of this study was to gain a deeper understanding of how experience, training, self-eficacy, and the availability of puppets can impact generalo educator attitudes toward students with autism.
Author: Jonathan Tarbox
Publisher: Springer Science & Business Media
ISBN: 1493904019
Category : Psychology
Languages : en
Pages : 658
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Book Description
Current rates of autism diagnoses have been cause for concern and research as well as rumor and misinformation. Important questions surround the condition: how early can an accurate diagnosis be made? At what age should intervention start? How can parents recognize warning signs? And what causes autism in the first place? There are no easy answers, but the Handbook of Early Intervention for Autism Spectrum Disorders gives researchers, practitioners, and academics the science and guidance to better understand and intervene. Background chapters survey the history of professional understanding of the disorders and the ongoing debate over autism as a single entity or a continuum. Chapters on best methods in screening, assessment, and diagnosis reflect the transition between the DSM-V and older diagnostic criteria. And at the heart of the book, the intervention section ranges from evidence-based strategies for developing core skills to ethical concerns, cultural considerations, and controversial treatments. Included in the Handbook's broad-based coverage: Designing curriculum programs for children with autism spectrum disorders (ASD). Mainstream education for children with ASD. Teaching independent living skills to children with ASD. Social skills and play. Behavioral and mental health disorders in children with ASD. Training and supporting caregivers in evidence-based practices. Teaching cognitive skills to children with ASD. The Handbook of Early Intervention for Autism Spectrum Disorders is a comprehensive reference for researchers, professors, and graduate students as well as clinicians and other scientist-practitioners in clinical child and school psychology, child and adolescent psychiatry, social work, rehabilitation, special education, and pediatric medicine.
Author: Sue Fletcher-Watson
Publisher: Routledge
ISBN: 1351589822
Category : Psychology
Languages : en
Pages : 292
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Book Description
Based on Francesca Happé’s best-selling textbook, Autism: An Introduction to Psychological Theory, this completely new edition provides a concise overview of contemporary psychological theories about autism. Fletcher-Watson and Happé explore the relationship between theories of autism at psychological (cognitive), biological and behavioural levels, and consider their clinical and educational impact. The authors summarise what is known about the biology and behavioural features of autism, and provide concise but comprehensive accounts of all influential psychological models including ‘Theory of Mind’ (ToM) models, early social development models and alternative information processing models such as ‘weak central coherence’ theory. The book also discusses more recent attempts to understand autism, including the ‘Double Empathy Problem’ and Bayesian theories. In each case, the authors describe the theory, review the evidence and provide critical analysis of its value and impact. Recognising the multiplicity of theoretical views, and rapidly changing nature of autism research, each chapter considers current debates and major questions that remain for the future. Importantly, the book includes the voices of autistic people, including parents and practitioners, who were asked to provide commentaries on each chapter, helping to contextualise theory and research evidence with accounts of real-life experience. The book embraces neurodiversity whilst recognising the real needs of autistic people and their families. Thus Autism: A New Introduction to Psychological Theory and Current Debate provides the reader with a critical overview of psychological theory but also embeds this within community perspectives, making it a relevant and progressive contribution to understanding autism, and essential reading for students and practitioners across educational, clinical and social settings.
Author: Corinn N. Johnson
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Book Description
The number of children with autism receiving instruction in the regular education (inclusion) setting has been increasing. Instructional time in inclusion classrooms may offer benefits to children with disabilities; this appears to especially be the case when teachers utilize effective strategies. Prior studies indicate that teachers' attitudes towards children with disabilities are important in their willingness to use such strategies. Unfortunately, a number of findings indicate certain kinds of disabilities, as well as the use of diagnostic labels, may negatively influence teachers' attitudes and behavior toward inclusion. The current study examined the impact of an autism spectrum disorder (ASD) label on the attitudes and behavioral intentions of 97 elementary and middle school teachers. Participants were exposed to a vignette of a child displaying social and behavioral difficulties. The child was described as displaying ASD, attention-deficit hyperactivity disorder, educable mental retardation, or no diagnosis provided. Participants completed measures of inclusion attitudes, expectations, and behavioral intentions. Inconsistent with a number of studies, diagnostic labels were not found to be related to teachers' ratings. Similarly, trainings on disabilities, courses in inclusion, and familiarity with children with disabilities were found to have no relationship with teachers' expectations and attitudes. Teachers with less experience and higher self-efficacy predicted more positive attitudes and higher student performance expectations. Implications for these findings are discussed.
Author: Paul Kline
Publisher: Routledge
ISBN: 1317444604
Category : Psychology
Languages : en
Pages : 274
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Book Description
Psychological tests provide reliable and objective standards by which individuals can be evaluated in education and employment. Therefore accurate judgements must depend on the reliability and quality of the tests themselves. Originally published in 1986, this handbook by an internationally acknowledged expert provided an introductory and comprehensive treatment of the business of constructing good tests. Paul Kline shows how to construct a test and then to check that it is working well. Covering most kinds of tests, including computer presented tests of the time, Rasch scaling and tailored testing, this title offers: a clear introduction to this complex field; a glossary of specialist terms; an explanation of the objective of reliability; step-by-step guidance through the statistical procedures; a description of the techniques used in constructing and standardizing tests; guidelines with examples for writing the test items; computer programs for many of the techniques. Although the computer testing will inevitably have moved on, students on courses in occupational, educational and clinical psychology, as well as in psychological testing itself, would still find this a valuable source of information, guidance and clear explanation.
Author: Monica C. Boomgard
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 402
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Book Description
