Graduate Students’ in Education Knowledge and Perception of Autism Spectrum Disorder, Social Interventions, and Their Uses
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2014-12
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine graduate students’ in education (n = 46) familiarity with and perception of the effectiveness of a variety of social interventions used with students diagnosed with autism spectrum disorder. The measurement tool was a self-report survey designed for this study. Results are reported descriptively. Most of the respondents had limited experience with autism. Direct teaching was the most commonly used intervention and was also selected most often as the most effective intervention by the participants. Group-based instruction and Social Stories were selected second and third most frequently as the most effective intervention. However, since respondents had limited experience working with students with autism spectrum disorder and were unfamiliar with many of the social interventions listed, effectiveness ratings were likely influenced by familiarity. Although a variety of interventions were reported to be effective, there were also reported limitations to the interventions, including lack of resources, generalizability, and time. A variety of social skill behaviors can be addressed with social interventions including increasing prosocial behaviors and decreasing aggression. Implications and ideas for future research are discussed.