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Self Efficacy Among Special Education Teachers Who Teach Students Diagnosed With Autism Spectrum Disorder
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Book Synopsis Self-efficacy Among Special Education Teachers who Teach Students Diagnosed with Autism Spectrum Disorder by : Pamella Tracy Hosley
Download or read book Self-efficacy Among Special Education Teachers who Teach Students Diagnosed with Autism Spectrum Disorder written by Pamella Tracy Hosley and published by . This book was released on 2019 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to determine the relationship between perceived self-efficacy and work engagement among teachers of students diagnosed with autism spectrum disorder (ASD). Self-Efficacy data will be gathered using the Ohio version of the Teachers’ Sense of Efficacy Scales (TSES-T) and the student engagement, classroom management and the instructional strategies sub-scales. Work engagement will be evaluated using the Utrecht Work Engagement Total Scale. Participants will be 66 special education teachers who teach students diagnosed with ASD. A bivariate correlational design employing a Pearson correlation analysis was used to determine if there is a significant relationship between work engagement and perceived self-efficacy as measured by the TSES-T subscales consisting of; instructional strategies, classroom management, and student engagement, among special education teachers who teach students with ASD. The results revealed that special education teachers believed that they have the ability to cope with teaching ASD students (self-efficacy) and that they have significant influence on the workplace environment (the agentic aspect of social cognitive theory).
Book Synopsis Preparing Special Education Teachers to Teach Students with Autism Spectrum Disorder by : Leann T. Hardwick
Download or read book Preparing Special Education Teachers to Teach Students with Autism Spectrum Disorder written by Leann T. Hardwick and published by . This book was released on 2017 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Students with autism spectrum disorder (ASD) present different needs to special education teachers in school today. Without the proper supports and preparation, 75% of special education teachers will leave the field of special education within the first ten years of teaching, with most of the teachers leaving the field within the first three years (Council for Exceptional Children, 2014). Without appropriate interventions, children with ASD are at risk of falling behind their same-aged peers throughout school or making progress towards IEP goals (Lovaas, 1987; Leaf & McEachin, 1999). This study explores the types of preparation: 1) formal education, 2) experiences with people with ASD, and 3) support from administration or an expert in the field of ASD and how it may impact special education teacher self-efficacy. Through the lens of Bandura’s (1977) self-efficacy framework and applying it to special education teachers, a survey design study was employed. The on-line survey, adapted from the ASSET (Ruble, Usher, & McGrew, 2011), teachers were asked to rate their level of confidence to thirty questions specifically related to needs of students with ASD and how they feel they were best prepared for that skill between formal education, experience and support. Fifty-six responses were received but only 36 surveys were used due to completeness. A one-way analysis of variance (ANOVA) was conducted to find the mean differences on the global self-efficacy scores of special education teachers and the mode of three types of preparation. No statistical significance was found to be a greater predictor of special education teacher self-efficacy. However, some descriptive data provided information on differences between special education teacher high and low self-efficacy, skills that are better prepared by various types of preparation and recommendations on how to apply Bandura’s (1977) social learning theory to help support special education self-efficacy during beginning teacher induction.
Book Synopsis Collaborative Model for Promoting Competence and Success for Students with ASD by : Lisa A. Ruble
Download or read book Collaborative Model for Promoting Competence and Success for Students with ASD written by Lisa A. Ruble and published by Springer Science & Business Media. This book was released on 2012-03-23 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings by : Jennifer H. Condrey
Download or read book General Education Teacher Perceptions of Self-efficacy Regarding Teaching Students with Autism in Inclusion Settings written by Jennifer H. Condrey and published by . This book was released on 2015 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-Efficacy and Job Satisfaction in Teachers of Students with Autism Spectrum Disorder by : Sophia Winston Eldred
Download or read book Self-Efficacy and Job Satisfaction in Teachers of Students with Autism Spectrum Disorder written by Sophia Winston Eldred and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Objective: The purpose of the current mixed-methods study was to examine self-efficacy and job satisfaction in general education and special education teachers of students with ASD. Method: Using a concurrent mixed methods research design, the quantitative portion of the study examined reports of self-efficacy pertaining to teaching students with ASD and job satisfaction from both general and special education teachers of students with ASD, and examined potential correlates to these constructs such as occupational stress, social support, knowledge of ASD, and school resources. The qualitative portion of the study employed semi-structure interviews to examine what factors influence teachers self-efficacy and job satisfaction. Results: Results revealed no significant differences in self-efficacy, job satisfaction, occupational stress, perceived social support or knowledge of ASD between general and special education teachers and no significant relation between self-efficacy and occupational stress, social support and school resources. However, analyses examining the potential relation of these variables with job satisfaction revealed statistically significant correlations between teachers job satisfaction and social support and their job satisfaction and levels of occupational stress. The qualitative data for the current study revealed four overarching themes related to overall teacher well-being: the impact of knowledge, experience and training; the importance of support; the impact of occupational stress; and the intrinsic rewards of teaching as protective factors. Following standard mixed methods methodology, quantitative and qualitative data was integrated and discussed.
Book Synopsis Educating College Students with Autism Spectrum Disorders by : Dianne Berkell Zager
Download or read book Educating College Students with Autism Spectrum Disorders written by Dianne Berkell Zager and published by Routledge. This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: Similar to a handbook in its comprehensive description of the theory and research supporting current practices in the treatment of autism spectrum disorders, this interdisciplinary text shows how the existing knowledge base can be used to explore promising new possibilities related to the field's many unanswered questions.
Book Synopsis A Handbook of Test Construction (Psychology Revivals) by : Paul Kline
Download or read book A Handbook of Test Construction (Psychology Revivals) written by Paul Kline and published by Routledge. This book was released on 2015-06-03 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Handbook of Urban Education by : H. Richard Milner IV
Download or read book Handbook of Urban Education written by H. Richard Milner IV and published by Routledge. This book was released on 2013-11-20 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume brings together leading scholars in urban education to focus on inner city matters, specifically as they relate to educational research, theory, policy, and practice. Each chapter provides perspectives on the history and evolving nature of urban education, the current education landscape, and helps chart an all-important direction for future work and needs. The Handbook addresses seven areas that capture the breadth and depth of available knowledge in urban education: (1) Psychology, Health and Human Development, (2) Sociological Perspectives, (3) Families and Communities, (4) Teacher Education and Special Education, (5) Leadership, Administration and Leaders, (6) Curriculum & Instruction, and (7) Policy and Reform.
Book Synopsis TEACHER'S KNOWLEDGE AND SELF-EFFICACY FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDERS by :
Download or read book TEACHER'S KNOWLEDGE AND SELF-EFFICACY FOR THE INCLUSION OF STUDENTS WITH AUTISM SPECTRUM DISORDERS written by and published by . This book was released on 2015 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an increasingly higher number of students identified with autism spectrum disorders (ASD) in the Ontario education system each year. This study drew a sample of Ontario teachers from a social media group who were asked to complete a questionnaire that identified self-efficacy, knowledge, teaching experience, and professional development courses completed realted to students with autism spectrum disorders. The purpose of this study was to evaluate self-efficacy and knowledge of teachers and determine which factors contributed to greater self-efficacy and knowledge related to austism spectrum disorders. This study found a general low level of self-efficacy and a moderate level of knowledge of ASD among Ontario teachers. There was a significantly higher level of self-efficacy in those teachers who completed the 3-part special education specialist courses as opposed to special education part 1. The study as found that more years experience teaching students with ASD led to increased levels of self-efficacy.
Book Synopsis Teacher Knowledge and Self-efficacy for the Inclusion of Students with Autism Spectrum Disorders by : Leah Leuszler
Download or read book Teacher Knowledge and Self-efficacy for the Inclusion of Students with Autism Spectrum Disorders written by Leah Leuszler and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an increasingly higher number of students identified with autism spectrum disorders (ASD) in the Ontario education system each year. This study drew a sample of Ontario teachers from a social media group who were asked to complete a questionnaire that identified self-efficacy, knowledge, teaching experience, and professional development courses completed realted to students with autism spectrum disorders. The purpose of this study was to evaluate self-efficacy and knowledge of teachers and determine which factors contributed to greater self-efficacy and knowledge related to austism spectrum disorders. This study found a general low level of self-efficacy and a moderate level of knowledge of ASD among Ontario teachers. There was a significantly higher level of self-efficacy in those teachers who completed the 3-part special education specialist courses as opposed to special education part 1. The study as found that more years experience teaching students with ASD led to increased levels of self-efficacy.
Book Synopsis Knowledge, Self-Efficacy, Use of Practices and Focus of Teaching Among Teachers of Students with Autism Spectrum Disorder in Saudi Arabia: A Cross-Sectional Study by : Faisal Alnemary
Download or read book Knowledge, Self-Efficacy, Use of Practices and Focus of Teaching Among Teachers of Students with Autism Spectrum Disorder in Saudi Arabia: A Cross-Sectional Study written by Faisal Alnemary and published by . This book was released on 2017 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education services provided students with Autism Spectrum Disorder (ASD) in Saudi Arabia have been growing rapidly over the last two decades and teachers must be well-versed to address their students' needs. However, studies examining aspects of these services are scarce. The current study aimed to assess knowledge about ASD, self-efficacy, the use of teaching and intervention practices, and the focus of teaching among teachers working with students with ASD in schools affiliated with the Ministry of Education. Data were collected using an online-survey with a small sample size (N =135). Results indicated that teachers demonstrated a moderate level of knowledge about ASD, and many teachers possessed faulty information related to the etiology, symptoms, or therapeutic approaches. Levels of self-efficacy varied among teachers and increased with professional development and being in an inclusive classroom. Teachers reported the use of a mixture of practices and the majority reported the use of at least one of the supported practices. While years of experience and being in an inclusive classroom increased the odds of reporting the use of at least one of the supported practices, self-efficacy lowered the odds of using such practices. Teachers reported focusing on multiple areas and the majority focused on language and communication, social skills, and academics on a daily basis. The degree of focus on different areas of teaching (daily, weekly, biweekly, monthly, or never) was associated with some students' characteristics (i.e., communication level, and having at least one student who exhibited self-injurious, aggressive, or stereotypic and repetitive behaviors). Although limited by the method and the small sample, findings from the current study are timely and worthwhile as they help to direct the next questions in research.
Book Synopsis The Relationship Between Teacher Self-Efficacy, Beliefs and Teaching Practices for Children with Autism Spectrum Disorders in Hong Kong Mainstream Kindergartens by : Ka-Wei Elsa Ling
Download or read book The Relationship Between Teacher Self-Efficacy, Beliefs and Teaching Practices for Children with Autism Spectrum Disorders in Hong Kong Mainstream Kindergartens written by Ka-Wei Elsa Ling and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between Teacher Self-efficacy, Beliefs and Teaching Practices for Children With Autism Spectrum Disorders in Hong Kong Mainstream Kindergartens" by Ka-wei, Elsa, Ling, 林家慧, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: According to the Developmentally Appropriate Practice (DAP) proposed by the National Association for the Education of Young Children (NAEYC), early childhood education programme should be able to promote social competence of children through play, child-centered and interactive group activity. The prevalence of Autism Spectrum Disorder (ASD) has increased tremendously over the last two decades. Both the Hong Kong Education Bureau and NAEYC advocate a play-based and child-centred teaching approach and believe that applying the approach in pre-primary education programmes can provide more socialization opportunities to young children including children with ASD enrolling in integrated programmes in mainstream kindergartens. To what extent does Hong Kong kindergarten teachers of integrated programmes with children with ASD apply the DAP beliefs in actual practices in inclusive classroom? To what extent does Hong Kong kindergarten teacher's self-efficacy for inclusive practices mediate the relationship between their DAP beliefs and teaching practices in inclusive classroom? How are teacher qualifications and work experiences related to teacher self-efficacy and their DAP teaching practices in kindergarten inclusive classroom? One hundred and forty four Hong Kong kindergarten teachers of inclusive classes with children with ASD participated in the study. Teacher Self-efficacy Scale (TSE), Teacher Belief and Practices Survey (TBS) and the Instructional Activities Scale (IAS), were used to measure teacher self-efficacy, DAP beliefs and teaching practices in inclusive classroom respectively. Items specific to catering for children with ASD were included in each scale. Confirmatory Factor Analysis (CFA) was used to validate the three scales used. Results of path analysis using structural equation modelling showed that teacher self-efficacy had a significant mediating effect on the relationship of teacher DAP beliefs and teaching practices. Efficacious teachers were more likely to adhere to their DAP beliefs and conduct more child-centered activities for both groups of typically developed children and children with ASD. Correlation suggested that teacher self-efficacy is related to both work experiences and DAP teaching practices. Experienced teachers had higher level of teacher self-efficacy and more likely to confront challenges in inclusive classes than less experienced teachers. ANCOVA results showed that the main effect of teacher qualifications on both DAP beliefs and teaching practices were not significant. Yet, teachers who received training in programmes concentrated on pre-primary inclusive and special education were found to have higher teacher self-efficacy than those who had not undergone those training. While the enhancement of teachers' teaching skills and knowledge is an essential element in any teacher training programme, the empowerment of teacher self-efficacy is equally important. Overall, the findings in the present study underscore the importance of teacher self-efficacy in understanding teacher DAP beliefs and teaching practices in inclusive classroom in Hong Kong kindergartens. Subjects: Children with autism spectrum disorders - Education (Early childhood) - China - Hong Kong Kindergarten teachers - China - Hong Kong - Attitudes
Book Synopsis Developing and Validating the Teacher Self-efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale by : Corinne Gaffney Catalano
Download or read book Developing and Validating the Teacher Self-efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale written by Corinne Gaffney Catalano and published by . This book was released on 2018 with total page 488 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is a multi-method study to develop and validate an instrument to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms, Teacher Self-efficacy for Teaching Students with ASD Inclusive Classrooms Scale: TSE-ASDI. I conducted literature and expert reviews as well as cognitive pre-testing with my target populations of pre-service and in-service early childhood teachers. I conducted a quantitative study using exploratory factor analysis, reliability analyses, correlational analyses, and by comparing mean differences in scores when grouped by teaching status, special education preparation and experience with individuals with ASD. My measure development process provided evidence for validity based on test content, response process, internal structure of the instrument as well as evidence based on relations to other variables. The result of this process was a highly reliable, unidimensional, 16-item scale to measure the construct of teaching students with ASD in inclusive early childhood classrooms. Based on these findings, this investigation has implications for research and practice.
Book Synopsis General Education Teachers' Self-efficacy to Teach Autistic Students in Kindergarten Through Fourth Grade General Education Classrooms by : Tanya M. Wynn
Download or read book General Education Teachers' Self-efficacy to Teach Autistic Students in Kindergarten Through Fourth Grade General Education Classrooms written by Tanya M. Wynn and published by . This book was released on 2018 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are being diagnosed with autism at an alarming rate; and as these students enter schools to be educated alongside their peers, general education teachers need to feel prepared to teach them. Many years ago, students with autism were placed in separate classrooms and were not in general education classrooms. As times have changed and autistic students enter into general education classrooms that are taught by general education teachers, this study examined the self-efficacy of those teachers when it comes to educating these students. This research was done in a rural school district, and kindergarten through fourth-grade teachers from three schools in the same district were used. Teachers were asked to fill out survey statements and teacher information forms and to attend a focus group. -- The research compared teacher education, preparedness, and training to see if they made a difference when it came to the self-efficacy of teachers. -- The main findings of the research indicate that teachers who had more training, experience, and education were the teachers who showed a higher level of self-efficacy when it came to teaching autistic students in their general education classrooms. -- Additionally, the research showed that teachers with a greater sense of self-efficacy were also teachers who were able to share strategies and successes when it came to teaching autistic students in their general education classrooms. Strategies and successes were shared in this study by all participants involved.
Book Synopsis Educating Students with Autism Spectrum Disorders by : Robin LaBarbera
Download or read book Educating Students with Autism Spectrum Disorders written by Robin LaBarbera and published by SAGE Publications. This book was released on 2017-12-13 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating Students with Autism Spectrum Disorders: Partnering with Families for Positive Outcomes focuses on practical strategies for educating children with autism spectrum disorders in the classroom. Additional features describe how to partner with families in the implementation of many of the strategies, giving voice to parents, based on recent quantitative and qualitative research. Case studies developed from real interviews with parents and educators open each chapter, and the book focuses on what “works” and what “does not work” in their collaborative experiences. Key Features Case studies with "What Would You Do" questions offer real life scenarios that allow readers to apply their understanding of the chapter's contents to a situation they may encounter. Theory Into Practice (T.I.P) boxes promote self-reflection and an opportunity to apply material in real-world scenarios. A section of every chapter is devoted to how to collaborate with families to implement the chapter's specific strategies not just at school but also at home. Inclusion tips provide ways to implement the chapter's strategy for teachers in general education classrooms with children with ASD.
Book Synopsis Evidence-Based Practices by : Bryan G. Cook
Download or read book Evidence-Based Practices written by Bryan G. Cook and published by Emerald Group Publishing. This book was released on 2013-06-06 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on evidence-based practices (EBPs) , supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders.
Book Synopsis Preparing Teachers in Autism Spectrum Disorders by : Amanda Mazin
Download or read book Preparing Teachers in Autism Spectrum Disorders written by Amanda Mazin and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicated the best predictors of knowledge of ASD for special education teachers of students with ASD were: number of courses in ASD; highest degree reported; number of years of professional experience working with individuals with ASD; and number of students with ASD worked with in professional career. The best predictors of skill were: number of courses in ASD; number of years of professional experience working with individuals with ASD; and self-reported effectiveness of preparation. The best predictors of self-efficacy were: number of courses in ASD and number of years of professional experience working with individuals with ASD. Lastly, the best predictors of quality special education teachers of students with ASD were determined to be the number of courses in ASD and self-reported effectiveness of preparation.
