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 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.

Self-efficacy and burnout in teachers of students with autism spectrum disorder

2017 ◽  
Vol 36 ◽  
pp. 8-20 ◽  
Author(s):  
Emilie Boujut ◽  
Maria Popa-Roch ◽  
Emilie-Anne Palomares ◽  
Annika Dean ◽  
Emilie Cappe
Keyword(s):  
Autism Spectrum Disorder ◽  
Self Efficacy ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Students With Autism

scholarly journals Teaching English Online to Students with Autism Spectrum Disorder and Down Syndrome During the COVID-19 Pandemic

2021 ◽  
Vol 26 (3) ◽  
pp. 715-730
Author(s):  
Zoila Liliana Giraldo Martinez ◽  
Sigrid Andrea Ramos Carvajal
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Universal Design For Learning ◽  
Self Regulation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Management Approach ◽  
Teaching English ◽  
Students With Autism ◽  
The Impact

The unprecedented reality of the covid-19 pandemic has led students and teachers to adapt to new routines and technological resources so that they can meet the pedagogical requirements generated by this world sanitary emergency. This case study explored a methodological intervention with students from an English school for special needs students in Manizales (Colombia). Our team of two university professors and seven pre-service teachers provided online English lessons to 17 students with autism spectrum disorder (asd) and 13 with Down syndrome (ds). To do it, we used the principles of universal design for learning (udl) and an eclectic method which combines strategies from thre specific approaches: The Presentation, Practice, and Production approach (ppp), the Treatment and Education of Autistic and Related Communication-Handicapped Children (teacch) approach and a behavioral management approach. The purpose of this study was to establish the impact of the implementation of such strategies on the English Language Learning (ell) process of the asd and ds learners. Three data collection techniques, including two surveys to parents and a researcher journal, were used. Findings indi­cated that: (a) the combination of various stimuli and methodological strategies from a variety of approaches enhanced learning, (b) the use of images and pictograms fostered memory, (c) setting clear routines promoted self-regulation skills, and (d) the families and students’ challenges were turned into opportunities. It was concluded that teaching English online to asd and ds students requires knowledge of their conditions and suitable strategies from an eclectic instructional approach.

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