The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder

Nah, Yong-Hwee; Tan, Julianne Wen Li

doi:10.1111/bjep.12368

Cited by 12 publications

(8 citation statements)

References 21 publications

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“…However, participants unexpectedly had more positive performance expectations for a child with ADHD than for an unlabeled child, which suggests that the ADHD label can have a positive impact on teacher trainees. This result is in line with studies that found positive label effects (Fernald & Gettys, 1980;Jellison & Duke, 1994;Gibbs & Elliott, 2015;Nah & Tan, 2021;Ohan et al, 2011).…”

Section: Discussionsupporting

confidence: 92%

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

et al. 2021

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Teacher’s evaluation of students is sometimes negatively affected by diagnostic labels. We explored such negative effects caused by the labels “dyscalculia”, “dyslexia”, and “ADHD” in teacher students. In Experiment 1, we varied the presence of the dyscalculia and dyslexia label in vignettes between participants. The dyslexia but not the dyscalculia label had a negative effect on participant’s academic expectations. In our preregistered Experiment 2, the presence of the ADHD label in vignettes was manipulated within participants. To understand the cognitive mechanisms driving label effects, we explored participants’ attributions regarding the students’ problems. Furthermore, a short dissonance-based intervention for counteracting negative label effects was implemented. Unexpectedly, we found both negative and positive label effects. The label led to more positive performance expectations and to more negative ratings of problem stability and problem control. The dissonance-based intervention led to more positive evaluations regardless of whether the ADHD label was mentioned or not. Overall, our findings suggest that learning-disorder labels affect teachers’ expectations in different ways.

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Section: Discussionsupporting

confidence: 92%

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

et al. 2021

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“…Este hecho es importante puesto que, tal y como se ha encontrado en estudios previos (Lee et al, 2019;Nah y Tan, 2021), las etiquetas diagnósticas pueden tener un efecto positivo tanto en el sentimiento de autoeficacia del profesorado como en sus percepciones hacia el alumnado que las presenta. Conocerlas ayuda a los docentes a comprender los comportamientos del estudiante y les orienta para planificar diferentes estrategias de intervención.…”

Section: Conclusionesunclassified

Repercusión en la autoeficacia docente de los términos “dislexia” y “dificultad específica del aprendizaje en lectura”

Mínguez¹,

Sanz‐Cervera²,

Lacruz‐Pérez³

2022

Interdisciplinaria. Revista De Psicología Y Ciencias Afines

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“…Service providers felt that a label of ASD was associated with “fear” in educators and poor inclusion of children with ASD in mainstream schools. Nah and Tan ( 42 ) reported that caregivers seeking mainstream education services for their children with ASD in Singapore were hesitant to disclose the diagnosis of ASD due to fear of stigma and perceived negative attitudes of educators. Studies have shown that mainstream educators tend to have negative perceptions of teaching children with ASD due to lack of competence in managing social, communication and behavioral issues associated with ASD ( 43 ).…”

Section: Discussionmentioning

confidence: 99%

“We are doing the best we can to bridge the gap” - service provider perspectives of educational services for autism spectrum disorder in South Africa

2022

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BackgroundThe South African education system is increasingly unable to meet the growing needs of children with autism spectrum disorder (ASD). Recent studies in the Western Cape, one of the better resourced provinces in South Africa, showed that the pathway to care for children with ASD was an inconsistent and lengthy process, and that many children with ASD waited for extended periods to get access to an appropriate school placement. It is therefore clear that scalable and sustainable solutions are required to improve access to appropriate education for children with ASD.MethodsHere we performed a qualitative study using thematic analysis of ten multi-sectorial ASD service provider interviews in the Western Cape Province to examine provider perspectives and proposed solutions to meet the educational needs of children with ASD.ResultsProvider perspectives were grouped in three categories: “bridging the gap across the spectrum and lifespan”, “gaps to bridge”, and “building bridges”. The first category captured provider perspectives of the service-related needs inherent to a diagnosis of ASD. The second category summarized service provider views of the challenges associated with providing services to children with ASD and the third category captured provider perspectives on potential actions to improve ASD education services delivery in the province. The overarching theme that emerged was “We're doing the best we can to bridge the gap”.ConclusionParticipants provided ten key recommendations for service strengthening that may lead to contextually relevant innovations to meet the educational needs of children with ASD in the province. Findings from this study has direct relevance to other South African provinces and may have relevance to improve pathways and reduce service delivery gaps also in other low-and-middle-income countries.

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The effect of diagnostic labels on teachers' perceptions of behaviours of students with autism spectrum disorder

Cited by 12 publications

References 21 publications

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

Here I sit, making men in my own image: how learning disorder labels affect teacher student’s expectancies

Repercusión en la autoeficacia docente de los términos “dislexia” y “dificultad específica del aprendizaje en lectura”

“We are doing the best we can to bridge the gap” - service provider perspectives of educational services for autism spectrum disorder in South Africa

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