Working With Children With Autism in General Physical Education: Useful Applied Behavior Analysis Concepts

2021 ◽  
Vol 92 (9) ◽  
pp. 50-55
Author(s):  
Isabella Theresa Felzer-Kim ◽  
Hannah Campbell ◽  
Neha Vallabheneni ◽  
Andrea Peterson ◽  
Janet L. Hauck
Keyword(s):  
Physical Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Children With Autism ◽  
General Physical ◽  
General Physical Education

Predictors of Teachers’ Attitudes Toward Teaching Students With Attention-Deficit/Hyperactivity Disorder in General Physical Education

2021 ◽  
pp. 1-7
Author(s):  
Chunxiao Li ◽  
Justin A. Haegele ◽  
Ho Lun Au ◽  
Kevin Wai Keung Kam
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Physical Education ◽  
Attention Deficit ◽  
Self Esteem ◽  
Hyperactivity Disorder ◽  
Interpersonal Mindfulness ◽  
Attitudes Toward Teaching ◽  
Teachers Attitudes ◽  
General Physical ◽  
General Physical Education

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.

Physical Educators’ Beliefs and Self-Reported Behaviors Toward Including Students With Autism Spectrum Disorder

2014 ◽  
Vol 31 (4) ◽  
pp. 362-376 ◽  
Author(s):  
Jennifer A. Beamer ◽  
Joonkoo Yun
Keyword(s):  
Autism Spectrum Disorder ◽  
Physical Education ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Factors Affecting ◽  
Students With Autism ◽  
Potential Factors ◽  
Participant Response ◽  
General Physical ◽  
General Physical Education

With an increase in the presence of students with autism spectrum disorder (ASD) in the general physical education (GPE) classroom, understanding the current state of GPE teachers’ beliefs and behaviors for including these students is warranted. The current study aimed to examine the beliefs and self-reported behaviors of GPE teachers’ inclusion of students with ASD. In addition, the study examined potential factors affecting their inclusion behaviors. Using a national stratified random sample, participants were 142 current GPE teachers who submitted surveys anonymously online. Results from a regression analysis indicate that teachers’ experience, graduate coursework in adapted physical education (APE), and perceptions of strength in undergraduate training in APE significantly predicted their self-reported behavior for including students with ASD. Although the participant response rate is considerably low, this study provides some support toward the importance of teacher education programs for inclusion training.

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