Special Education Teachers' Perceptions of Cognitive-Behavioral Interventions in the Classroom for Adolescent Autistic Students with Anxiety

Autor/in	Aposhian, Kasey
Titel	Special Education Teachers' Perceptions of Cognitive-Behavioral Interventions in the Classroom for Adolescent Autistic Students with Anxiety
Quelle	(2023), (128 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3776-1321-3
Schlagwörter	Hochschulschrift; Dissertation; Adolescents; Autism Spectrum Disorders; Special Education Teachers; Intervention; Anxiety; Classroom Environment; Student Behavior; Behavior Modification; Cognitive Restructuring; Teacher Competencies; Training; Knowledge Level + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autism; Autismus; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Angst; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Lehrkunst; Ausbildung; Wissensbasis
Abstract	Adolescents with autism spectrum disorder (ASD) often struggle with comorbid disorders like anxiety. However, special education teachers may lack the training to implement specific interventions in the classroom setting for adolescents with ASD and anxiety. This qualitative action research study was conducted to examine how special education teachers work with adolescents diagnosed with both ASD and anxiety. Bandura's reciprocal determinism concept guided this study by explaining that the classroom environment and adolescents' cognition and behavior should be considered when implementing cognitive-behavioral therapy (CBT) for students with ASD and anxiety. The two research questions asked participants to describe their ability to implement modified CBT interventions in the classroom, and the types of training needed to do so. Using semistructured interview questions and yes/no survey questions, data were collected from 10 special education teachers who were able to openly describe their ability to work with adolescents with ASD and anxiety, including the training opportunities offered to do so. Of the 10 participants, six (60%) displayed a high level of knowledge in working with adolescents with ASD and anxiety, and five (50%) had received specific ASD-based training to work with this adolescent student population. Nonetheless, participants who had not received specific training acknowledged the importance of those training opportunities. The results of this study have potential implications for positive social change by helping recognize that special education teachers can benefit from additional training and support in ASD-related topics. Future researchers can use these results and complete more studies in the field of ASD and anxiety in the classroom setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01