The Influence of Daily Living Skill Profiles in Preschoolers with Autism Spectrum Disorder on Early Intervention Teachers' Perceptions of Their Educational Placement

Autor/inn/en	Nah, Yong-Hwee; Ng, Sarah Shu-Ting
Titel	The Influence of Daily Living Skill Profiles in Preschoolers with Autism Spectrum Disorder on Early Intervention Teachers' Perceptions of Their Educational Placement
Quelle	In: Journal of Early Intervention, 45 (2023) 1, S.3-18 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nah, Yong-Hwee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221091987
Schlagwörter	Early Intervention; Early Childhood Teachers; Preschool Children; Daily Living Skills; Autism Spectrum Disorders; Student Placement; Teacher Attitudes; Age; Student Needs; Mainstreaming; School Readiness; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alltagsfertigkeit; Autism; Autismus; Schülerpraktikum; Lehrerverhalten; Alter; Lebensalter; Readiness for school; School ability; Schulreife; Ausland; Singapur
Abstract	Research on early intervention (EI) teachers' perceptions toward the educational placement of children with Autism Spectrum Disorder (ASD) has been limited. This study examined the influence of daily living skills (DLS) profiles on EI teachers' perception of educational placement in preschool students with ASD using vignettes featuring students with varying DLS profiles but with average academic abilities and motor skills. It also examined the influence of a child's age on teachers' perceptions and the teacher-related factors influencing these perceptions. Sample consisted of 118 participants (mean age = 31.9 years, SD = 8.48) randomly assigned to one of three conditions, where they were told that the students in the vignettes needed (1) full assistance, or (2) partial assistance, or (3) no assistance in DLS. They then rated whether the students would be suitable for entry into a mainstream primary school. Results indicated that teachers perceived children needing full or partial assistance in DLS to be less suitable for mainstream education. The child's age also influenced the teachers' perceptions. No association between teacher-related factors and teachers' perception was found. Importance of DLS in EI was implied. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01