Understanding teachers' responses to anxiety in children with autism at elementary schools and preschools

IF 1.3 Q3 EDUCATION, SPECIAL

Journal of Research in Special Educational Needs Pub Date : 2023-10-05 DOI:10.1111/1471-3802.12625

Osvaldo Hernández González, Rosario Elena Spencer Contreras, Juan Francisco Lagos Luciano, Pilar Sanz-Cervera, Raúl Tárraga-Mínguez

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Abstract

A total of 40% of children with ASD have clinical symptoms of anxiety. However, there is little research on how teachers respond to this type of behaviour in the classroom. This study aimed to compare teachers' responses towards the anxiety of students with ASD and to explore the relationship between these responses and their ASD awareness and emotional regulation strategies. A quantitative study was conducted using a non-probabilistic sample of 139 Cuban teachers from primary schools and preschools. The results indicate that teachers responses towards the anxiety of students with ASD vary in relation to age, experience in inclusive schools, specific training on educating students with ASD and teaching stage, as well as the type of anxiety. The findings also revealed that emotional regulation and knowledge about ASD had a significant impact on teachers' responses. Practical implications and future lines of research are discussed.

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了解小学和幼儿园教师对自闭症儿童焦虑的应对措施

共有 40% 的自闭症儿童有焦虑的临床症状。然而，关于教师在课堂上如何应对这类行为的研究却很少。本研究旨在比较教师对患有自闭症的学生的焦虑反应，并探讨这些反应与教师对自闭症的认识和情绪调节策略之间的关系。研究采用非概率抽样的方式，对来自小学和学前班的 139 名古巴教师进行了定量研究。研究结果表明，教师对患有自闭症的学生的焦虑反应因年龄、在全纳学校的工作经验、接受过有关教育患有自闭症的学生的专门培训和所处的教学阶段以及焦虑类型的不同而各异。研究结果还显示，情绪调节和对 ASD 的了解对教师的反应有重要影响。本文讨论了研究的实际意义和未来研究方向。

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来源期刊

Journal of Research in Special Educational Needs EDUCATION, SPECIAL-

CiteScore

3.00

自引率

6.70%

发文量

期刊介绍： Journal of Research in Special Educational Needs (JORSEN) is an established online forum for the dissemination of international research on special educational needs. JORSEN aims to: Publish original research, literature reviews and theoretical papers on meeting special educational needs Create an international forum for researchers to reflect on, and share ideas regarding, issues of particular importance to them such as methodology, research design and ethical issues Reach a wide multi-disciplinary national and international audience through online publication Authors are invited to submit reports of original research, reviews of research and scholarly papers on methodology, research design and ethical issues. Journal of Research in Special Educational Needs will provide essential reading for those working in the special educational needs field wherever that work takes place around the world. It will be of particular interest to those working in: Research Teaching and learning support Policymaking Administration and supervision Educational psychology Advocacy.