Graduate Students’ in Education Knowledge and Perception of Autism Spectrum Disorder, Social Interventions, and Their Uses
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Type of Work65 p.
action research papers
ProgramMasters of Education
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SubjectsEducation -- Research papers (Graduate)
Autism spectrum disorders in children -- Research
Graduate students -- Research
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.