Pre‐school teachers' knowledge, attitudes and practices on childhood developmental and behavioural disorders in Singapore

Lian, Wee Bin; Ying, Selina Ho Kah; Tean, Sylvia Choo Henn; Lin, Daisy Chan Kwai; Lian, Yeo Cheo; Yun, Ho Lai

doi:10.1111/j.1440-1754.2007.01231.x

Cited by 36 publications

(58 citation statements)

References 26 publications

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“…A study conducted in Singapore amongst 503 educators revealed that 68% of educators had sufficient knowledge of ASD to pass a knowledge assessment test [17]. The study concluded that there were significant deficits in educator knowledge of childhood developmental disorders generally and that the majority of educators possessed a minimum level of knowledge of ASD [17].…”

Section: Introductionmentioning

confidence: 99%

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Assessing an isiZulu questionnaire with educators in primary schools in Pietermaritzburg to establish a baseline of knowledge of Autism Spectrum Disorder

2016

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BackgroundAutism Spectrum Disorder (ASD) is a significant childhood disorder and has a growing prevalence rate across the world. It has been identified in children from a wide range of racial groups, ethnicities and socio-economic groups, making it a globally relevant disorder. However, a lack of research on ASD in Africa makes it difficult to determine the prevalence rate, presentation and level of knowledge regarding the disorder locally. Therefore, assessing knowledge of ASD amongst professionals is a useful starting point for research in countries where research on ASD is limited. Educators in particular are a vital resource due to the likelihood of their early identification of developmental delays in children of school going age. Awareness studies reveal that professionals have poor awareness of ASD and therefore what educators in South Africa know about ASD needs to be established.MethodsThis study translated the Knowledge about Childhood Autism among Health Workers (KCAHW) questionnaire that was originally designed by Bakare and colleagues (Clinical Practice and Epidemiology in Mental Health 4:17, 2008). The isiZulu KCAHW questionnaire was then used to investigate the level of knowledge of ASD amongst educators in Edendale, Pietermaritzburg, South Africa. Fifty (50) educators consented to complete the questionnaire and the data was analysed using the statistical programme SPSS.ResultsThe results suggested that educators have an adequate baseline knowledge of ASD but their knowledge was found to be lacking in specific detail. The mean total score for the educator sample was 13.08 (out of a possible 19) which suggested that educators in Edendale, Pietermaritzburg knew 68% of the symptoms covered in the questionnaire.ConclusionsThe isiZulu KCAHW questionnaire appears to be a useful measure for use in the South African context. It provided significant information regarding educator knowledge of ASD in Edendale, Pietermaritzburg. However, the analysis also showed that whilst the educators had an adequate general knowledge of ASD, they lacked specific insight into the disorder, particularly with regards to etiology and age of onset. Furthermore, the results showed that there is an opportunity for further research and interventions to develop knowledge of ASD within the local context in South Africa.Electronic supplementary materialThe online version of this article (doi:10.1186/s12887-016-0721-8) contains supplementary material, which is available to authorized users.

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Section: Introductionmentioning

confidence: 99%

“…The study concluded that there were significant deficits in educator knowledge of childhood developmental disorders generally and that the majority of educators possessed a minimum level of knowledge of ASD [17]. Their study also revealed a general lack of knowledge regarding the impact of early intervention for children with ASD [17]. …”

Section: Introductionmentioning

confidence: 99%

Assessing an isiZulu questionnaire with educators in primary schools in Pietermaritzburg to establish a baseline of knowledge of Autism Spectrum Disorder

2016

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“…However, while teachers believe that learning these skills would make a positive difference to their classroom practice (Lian et al 2008) many currently lack the training to adequately support such pupils (Dybvik 2004;McGregor and Campbell 2001;Robertson, Chamberlain, and Kasari 2003) and feel unable to meet their needs (Sinz 2004). Indeed, teaching practices and strategies for pupils with ASDs have been identified as a key 'gap' in the knowledge base for SEN provision (Humphrey and Parkinson 2006).…”

mentioning

confidence: 99%

Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge

Humphrey

Symes

2013

International Journal of Inclusive Education

114

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The aim of the current study was to examine the experience, attitudes and knowledge of school staff in relation to inclusive education for pupils with autistic spectrum disorders (ASDs) in mainstream secondary schools. Fifty-three participants from 11 secondary schools in the north-west of England completed a survey that covered socio-demographic information and teaching experience, perceptions of inclusion within their school, experience and knowledge of ASDs, influences on integration of pupils with ASDs, ability to cope with behaviours associated with ASDs and benefits and problems associated with integration of pupils with ASD in mainstream schools. Respondents tended to indicate positive attitudes towards inclusion. Our analysis also showed that senior managers and Special Educational Needs Co-ordinators reported greater self-efficacy in teaching pupils with ASD and in coping with behaviours associated with ASD than did subject teachers. Finally, respondents reported social inclusion as both a potential benefit and challenge for pupils with ASD. The implications of these findings for future training and practice are discussed.

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“…There was a relatively large number of children under 3 years in 2015 (17): approximately 960,000. There were more than 200 community health centers located in the urban center and approximately 900 township service centers located in rural areas of Chongqing.…”

Section: Participantsmentioning

confidence: 99%

“…All questionnaires and individual questionnaire items were adapted for a Chinese cultural context from measures utilized in previous studies assessing knowledge of ASD (6,17,18). The questionnaires (Additional files 1) assessed knowledge of children with ASD.…”

Section: Knowledge About Childhood Asd Among Child Healthcare Workersmentioning

confidence: 99%

Child Healthcare Workers’ Knowledge About Autism and Attitudes Towards Traditional Chinese Medical Therapy of Autism: A Survey from Grassroots Institutes in China

Zhang

et al. 2018

Iran J Pediatr

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Background: It is reported that there is increasing prevalence of autism spectrum disorder (ASD) in the world. Early recognition, diagnosis and intervention are known to be vital to improve the prognosis in children with ASD. In China, little research has been conducted on the knowledge of autism prevalence by child healthcare workers, or their attitude towards the traditional Chinese medical treatment of childhood ASD. Objectives: This study assessed the knowledge of autism prevalence and attitudes towards traditional Chinese medical treatment among child healthcare workers in grassroots health organizations in China. Methods: A total of 265 child healthcare workers were randomly selected in Chongqing, China. A socio-demographic questionnaire was administered to assess knowledge about autism prevalence as well as the attitudes towards the traditional Chinese medical treatment of childhood ASD. The correlations between socio-demographic variables and knowledge of childhood ASD were examined using univariate and multivariate analyses.

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Pre‐school teachers' knowledge, attitudes and practices on childhood developmental and behavioural disorders in Singapore

Cited by 36 publications

References 26 publications

Assessing an isiZulu questionnaire with educators in primary schools in Pietermaritzburg to establish a baseline of knowledge of Autism Spectrum Disorder

Assessing an isiZulu questionnaire with educators in primary schools in Pietermaritzburg to establish a baseline of knowledge of Autism Spectrum Disorder

Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge

Child Healthcare Workers’ Knowledge About Autism and Attitudes Towards Traditional Chinese Medical Therapy of Autism: A Survey from Grassroots Institutes in China

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