Teacher Recognition, Concern, and Referral of Children’s Internalizing and Externalizing Behavior Problems

Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children’s abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE). This conceptual framework aims to utilize the current literature to present a discussion on preschool teachers’ KBISSE in identifying children with ASD and making decisions to refer children suspected with ASD to specialists. The conceptual framework is discussed based on social cognitive theory (SCT) and the health belief model (HBM). The conceptual framework emphasizes the need for preschool teachers to be educated in ASD via an educational module that could increase teachers’ self-efficacy in identifying children with ASD. Besides, knowledge in ASD, belief in ASD, and identification skills are also necessary variables for building the educational module. The educational module is useful for guiding future research on preschool teachers’ identification of children with any disability, one of which is ASD, and subsequent specialist referral at an early stage.

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“…(Splett J., 2019) [82] The study examined the ability of teachers to accurately identify mental health concerns among elementary children.…”

Section: Primary Teachersmentioning

confidence: 99%

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

et al. 2020

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“…Feasibility of implementing the survey was measured through the number of minutes of completion time from opening the survey to submitting it. The average survey time for this study, at about 24 minutes, was greater than the previously measured completion time of approximately 10 minutes (Splett et al, 2019). The reasoning could be because the survey was administered online and could be completed over an unrestricted period of time, whereas the previous version of this survey was completed on paper during a specific time period.…”

Section: Discussionmentioning

confidence: 71%

“…Prior research has indicated providers', including teachers', perception of SEB problems and severity are stronger predictors of students' access to intervention than student self-reports of their SEB functioning (Stiffman et al, 2000). Although teachers' perceptions are strong predictors, prior research has also shown that teachers have difficulty identifying students with internalizing behaviors (Cunningham & Suldo, 2014;Neil & Smith, 2017), especially when compared to their concern for students with externalizing behavior problems (Splett et al, 2019). Internalizing behaviors may include symptoms of disorders such as anxiety or depression, which tend to show less obvious symptoms in the classroom.…”

Section: Teacher Referral and Student Access To Resourcesmentioning

confidence: 99%

“…Unfortunately, current measures of teacher knowledge of student SEB concerns do not address all areas of concern (Splett et al, 2019). For example, current measures narrowly assess teachers' identification of specific and less common disorders (e.g., Specific Phobia) and/or do not cover the continuum of SEB concerns (e.g., SEB strengths or comorbid problems).…”

Section: Measures Of Teacher Mental Health Literacymentioning

confidence: 99%

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Teacher School Mental Health Literacy Survey: A Validation Study

Mastrorio

Trainor

Splett

2020

UFJUR

Self Cite

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Since teachers play an instrumental role in identifying students with social-emotional or behavioral (SEB) concerns, there is a need to assess and improve teachers’ knowledge in relation to children’s mental health. This study examines the psychometric properties of one such measure Teacher School Mental Health Literacy Survey (TSMHLS) within a sample of pre-service teachers (n = 38.) The survey assesses the mental health literacy of teachers as it relates to students and within the classroom context. Data analyses were run to explore the internal reliability, discriminant validity, and feasibility of the survey. Analyses indicate moderate to high reliability (Cronbach’s alpha=.743), providing psychometric support for the use of the TSMHLS with pre-service teachers. Pre-service teachers’ discrimination between clinical symptomology and typical development was significant, providing further support for the survey’s use in understanding pre-service teachers’ knowledge of SEB concerns. Finally, feasibility was assessed through average completion time for the online survey (24 minutes), and results indicate that the survey could be feasibly implemented during pre-service teacher training. These findings lend support to the TSMHLS as an appropriate measure to evaluate pre-service teachers’ knowledge of student mental health.

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“…School staff (by virtue of their training and experience) are attuned to children's well-being and can identify symptoms of mental illness in children and adolescents. 10 These individuals generally also have high health literacy and are excellent communicators who can relay mental health concerns for children.…”

Section: Role Of the School As An Ally In Disclosurementioning

confidence: 99%

Disclosure in Undocumented Families and School Mental Health Clinics

Alleyne

2020

Journal of the American Academy of Child & Adolescent Psych

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Teacher Recognition, Concern, and Referral of Children’s Internalizing and Externalizing Behavior Problems

Cited by 84 publications

References 34 publications

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

Teacher School Mental Health Literacy Survey: A Validation Study

Disclosure in Undocumented Families and School Mental Health Clinics

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