Understanding anxiety‐related problems of children with ASD in school settings

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-09-11 DOI:10.1002/pits.23283

Celal Perihan, Ali Bicer, Joel Bocanegra

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Abstract

The primary purpose of this current study was to identify knowledge of special education and mental health professionals in anxiety‐related problems of children with autism spectrum disorder (ASD) in four Different Categories: Separation Anxiety (SA), Uncertainty (U), Performance Anxiety (PA), and anxiety Arousal (AA). Three hundred eighteen participants across the United States (199 special education teachers, 97 school counselors, and 22 school psychologists) participated. The finding indicated that special education teachers and school counselors have significantly less training and expertise to identify anxiety symptoms in typically developing children and children with ASD than school psychologists (p < .05). Moreover, school counselors have significantly limited knowledge in identifying and treating anxiety issues in children with ASD (p < .05). Findings showed that school counselors could not determine precisely whether symptoms of uncertainty events existed because of anxiety issues or ASD characteristics. School psychologists and special education teachers identified the uncertainty of children with ASD as characteristics of children with ASD, not anxiety symptoms. Implications were discussed.

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了解学校环境中 ASD 儿童的焦虑相关问题

本研究的主要目的是了解特殊教育和心理健康专业人员对自闭症谱系障碍（ASD）儿童焦虑相关问题的认识，包括四个不同的类别：分离焦虑（SA）、不确定性（U）、表现焦虑（PA）和焦虑唤醒（AA）。全美共有 318 名参与者（199 名特殊教育教师、97 名学校辅导员和 22 名学校心理学家）参加了此次研究。研究结果表明，与学校心理学家相比，特殊教育教师和学校辅导员在识别发育正常儿童和自闭症儿童的焦虑症状方面所接受的培训和掌握的专业知识明显较少（p <.05）。此外，学校辅导员在识别和治疗 ASD 儿童焦虑问题方面的知识也明显有限（p <.05）。研究结果表明，学校心理辅导员无法准确判断不确定事件症状的存在是由于焦虑问题还是 ASD 特征。学校心理学家和特殊教育教师认为 ASD 儿童的不确定性是 ASD 儿童的特征，而不是焦虑症状。会上还讨论了相关影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.