الفاعلية الذاتية المدركة لدى معلمات الأطفال ذوي اضطراب طيف التوحد في مدينة الرياض بالمملكة العربية السعودية وفقا للمؤهل الدراسي والتخصص وسنوات الخبرة = Perceived Self-Efficacy in Teachers of Students with Autism Spectrum Disorder in Riyadh City in the Kingdom of Saudi Arabia in Light of Qualification, Specialization and Experience

2016 ◽  
Vol 10 (1) ◽  
pp. 93-142
Author(s):  
رامي عبد الله طشطوش ◽  
نوال فلاح السهلي
Keyword(s):  
Autism Spectrum Disorder ◽  
Saudi Arabia ◽  
Self Efficacy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Kingdom Of Saudi Arabia ◽  
Riyadh City ◽  
Students With Autism

scholarly journals Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation

2019 ◽  
Vol 35 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Abigail M. A. Love ◽  
Jordan A. Findley ◽  
Lisa A. Ruble ◽  
John H. McGrew
Keyword(s):  
Autism Spectrum Disorder ◽  
Classroom Management ◽  
Self Efficacy ◽  
Student Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teacher Engagement ◽  
Students With Autism ◽  
Teacher Self Efficacy ◽  
Consultation Intervention

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students

2019 ◽  
Vol 89 ◽  
pp. 41-50 ◽  
Author(s):  
Abigail M.A. Love ◽  
Michael D. Toland ◽  
Ellen L. Usher ◽  
Jonathan M. Campbell ◽  
Amy D. Spriggs
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Autism ◽  
Teacher Self Efficacy

scholarly journals Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder (TSE-ASD) Scale

2020 ◽  
Vol 8 (4) ◽  
pp. 673-678
Author(s):  
Nabi Nazari ◽  
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Self Regulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Teachers Beliefs ◽  
Efficacy Measure ◽  
Specific Teaching ◽  
Students With Autism ◽  
Supporting Teachers

Background: Autism spectrum disorder (ASD) continues to rise at an astonishing rate. As many schools attempt to create an inclusive environment conducive for students with autism to support academic success, we must recognize the teacher's role in creating an inclusive classroom. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. Teachers with high self-efficacy have a positive impact on student achievement. The purpose of this investigation was to develop an instrument that can be used to measure teachers’ self-efficacy for effectively working with students with ASD. The original version of the scale was translated and back-translated into Persian, followed by a pilot study. A sample (n=633) of university students was recruited. Results indicated that the scale represented a unidimensional construct with acceptable internal consistency. Exploratory factor analysis demonstrated the unidimensionality of the TSE-ASD. The maximum likelihood confirmatory for the 12-item TSE-ASD model indicated excellent model fit indices (χ2/df=2.60, CFI=0.956, SRMR=0.049, PCLOSE >0.05, RMSEA=0.062, 90% CI [0.052, 0.082]). As for criterion-related validity, The Pearson correlation coefficients between (TSE-ASD score) and self-regulation (r= 0.72, p<0.01) revealed a large correlation and linear regression indicating that TSE-ASD significantly predicted self-regulation, b = 0.69, p < 0.001. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers' beliefs for teaching students with ASD. The findings provide evidence that TSE-ASD is a reliable and valid instrument for assessing teacher self-efficacy for teaching students with Autism Spectrum Disorder in educational settings among Persian speaking individuals.

scholarly journals Teachers' Knowledge and Use of Evidenced-Based Practices for Students With Autism Spectrum Disorder in Saudi Arabia

2021 ◽  
Vol 12 ◽  
Author(s):  
Abdulkarim Alhossein
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorder ◽  
Special Education ◽  
Saudi Arabia ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Development Programs ◽  
Students With Autism ◽  
Professional Development Programs ◽  
Evidenced Based

The evidenced-based practices (EBPs) movement in the field of special education began ~20 years ago. This study contributes to that literature. It investigates the teachers' knowledge and use of EBPs to teach students with autism spectrum disorder (ASD) in Saudi Arabia. The Teachers' Knowledge and Use of EBPs Survey was administered to 240 special education teachers. The participants generally reported a medium level of knowledge and use of EBPs for students with ASD. Female teachers' use of EBPs was greater than that of males, and teachers who attended more than five professional development programs reported greater use of EBPs than those that attended fewer programs. Knowledge and use of EBPs were related. Gender and professional development programs were predictors of teachers' use of EBPs for students with ASD. Teachers' knowledge of EBPs for students with ASD is a vital indicator of teachers' use of those practices, professional development programs can improve such knowledge and use, and teachers' use of EBPs for students with ASD could be improved by offering high-quality professional development programs.

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