自闭症谱系障碍学生刻板/仪式性行为特征对特殊教育教师就业准备程度的影响

IF 1.4 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Special Education Pub Date : 2022-09-01 DOI:10.1177/00224669221113805

Yong-Hwee Nah, H. Neo

{"title":"自闭症谱系障碍学生刻板/仪式性行为特征对特殊教育教师就业准备程度的影响","authors":"Yong-Hwee Nah, H. Neo","doi":"10.1177/00224669221113805","DOIUrl":null,"url":null,"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.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"73 - 82"},"PeriodicalIF":1.4000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment\",\"authors\":\"Yong-Hwee Nah, H. Neo\",\"doi\":\"10.1177/00224669221113805\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47783,\"journal\":{\"name\":\"Journal of Special Education\",\"volume\":\"57 1\",\"pages\":\"73 - 82\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2022-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00224669221113805\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00224669221113805","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

本研究通过以职业活动环境中具有不同刻板/仪式行为特征的学生为主角的小插曲，检验了刻板/仪式性行为对特殊教育教师对自闭症谱系障碍（ASD）学生的认知及其支持就业准备的影响。采用混合方法设计，作者将111名教师的样本随机分配到三种情况中的一种，即学生有（a）严重的负面反应，（b）一些负面反应，或（c）没有负面反应。然后，老师们评估学生们是否准备好接受支持性就业。结果表明，教师认为有主要负面反应的学生对支持性就业的准备不足，学生的年龄影响了他们的看法。还获得了教师的定性反馈。讨论了影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

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

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.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Special Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Journal of Special Education (JSE) is a multidisciplinary publication presenting primary research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.