Addressing Challenging Behaviours in Children with Autism: A Qualitative Analysis of Teachers' Experiences

Autor/inn/en	Simó-Pinatella, David; Günther-Bel, Cristina; Mumbardó-Adam, Cristina
Titel	Addressing Challenging Behaviours in Children with Autism: A Qualitative Analysis of Teachers' Experiences
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 1, S.18-31 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simó-Pinatella, David) ORCID (Günther-Bel, Cristina) ORCID (Mumbardó-Adam, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1870664
Schlagwörter	Student Behavior; Behavior Problems; Students with Disabilities; Autism Spectrum Disorders; Teacher Attitudes; Teaching Experience; Classroom Techniques; Affordances; Barriers; Interpersonal Relationship; School Administration; Knowledge Level; Expertise; Leadership Responsibility; Foreign Countries; Teacher Role; Teamwork; Teacher Collaboration; Family Role; Social Support Groups; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Lehrerverhalten; Klassenführung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wissensbasis; Expert appraisal; Ausland; Lehrerrolle; Lehrerkooperation; Social support; Soziale Unterstützung
Abstract	The challenging behaviours of children with autism spectrum disorder (ASD) have been widely described as one of the most significant sources of stress for teachers. However, less attention has been paid to the potential of teachers' perspectives as a source of knowledge to improve their practice. The purpose of this study was to explore teachers' experiences in managing the challenging behaviour of children with ASD. Specifically, we aimed to identify the perceived supports and barriers in their daily work routine. Using a snowball sampling procedure, 10 teachers from a segregated setting and general education schools were interviewed. Through thematic analysis, some themes were identified across participants, suggesting perceived barriers ("Behaviour misunderstanding," "Relationships," and "School administration") and perceived supports ("Challenging behaviour knowledge and expertise," "Human resources," and "School management"). In addition, the results demonstrated potential supports that could improve teachers' experiences ("Challenging behaviour specialisation," "Leadership team," and "Shared language and perceptions"). These findings have implications for the understanding of teachers' needs and may also inform the refinement and development of strategies to facilitate their work when managing the challenging behaviour of their students with ASD. The relevance of these findings for practice and further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01