Influence of Rigid/Ritualistic Behavioral Profiles of Students with Autism Spectrum Disorder on Special Education Teachers' Perceptions of Their Readiness for Supported Employment

Autor/inn/en	Nah, Yong-Hwee; Neo, Hui-Min
Titel	Influence of Rigid/Ritualistic Behavioral Profiles of Students with Autism Spectrum Disorder on Special Education Teachers' Perceptions of Their Readiness for Supported Employment
Quelle	In: Journal of Special Education, 57 (2023) 2, S.73-82 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nah, Yong-Hwee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/00224669221113805
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Special Education Teachers; Teacher Attitudes; Readiness; Supported Employment; Symptoms (Individual Disorders); Student Characteristics; Vocational Education; Behavior Problems; Negative Attitudes; Age Differences; Foreign Countries; Teacher Characteristics; Severity (of Disability); Gender Differences; Teaching Experience; Singapore + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Arbeitsförderungsmaßnahme; Psychiatrische Symptomatik; Ausbildung; Berufsbildung; Negative Fixierung; Age; Difference; Age difference; Altersunterschied; Ausland; Schweregrad; Geschlechterkonflikt; Singapur
Abstract	This study examined the effects of rigid/ritualistic behaviors on special education teachers' perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the authors randomly assigned the sample of 111 teachers to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. The teachers then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment and that the student's age influenced their perception. Teachers' qualitative feedback was also obtained. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01