Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment

Abstract

This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-methods design, sample consisted of 111 teachers randomly assigned to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. They then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment. The student’s age influenced teachers’ perception. Teachers’ qualitative feedback was also obtained. Implications were discussed.