Effects of labeling and teacher knowledge of Autism on attributions made about students with Autism Spectrum Disorders

Abstract

Scope and Method of Study:

This current study examined teachers' knowledge and beliefs about students with Autism Spectrum Disorders. The study sample consisted of 59 teachers (grades pre-k through fifth grade) in public schools in the Midwest. The present study sought to fill the gap in the literature, as there is a lack of research, which has examined teacher's knowledge of Autism Spectrum disorders and how it affects their attributions and outlook on the student. The current study findings supported three of the five research questions posed by the investigator. Results indicated that teacher's knowledge increased after receiving Autism Spectrum Disorders training compared to the control group. In addition, there were no significant changes in teachers' attributions and prognostic outlook after training. Results indicated that teachers' attribution and outlooks were similar regardless of label or training.

Findings and Conclusions:

The current study findings supported three of the five research questions posed by the investigator. Results indicated that teacher's knowledge increased after receiving Autism Spectrum Disorders training compared to the control group. In addition, there were no significant changes in teachers' attributions and prognostic outlook after training. Results indicated that teachers' attribution and outlooks were similar regardless of label or training.