Training Teachers to Manage Students with Asperger's Syndrome in an Inclusive Classroom Setting

Abstract

This controlled trial of a teacher training intervention aimed to increase teacher competence in managing the problem behaviours associated with Asperger's syndrome, as manifested in a classroom setting. All teacher-participants currently managed a student with Asperger's syndrome in an inclusive classroom setting. Measures were taken on two occasions: pre-workshop and 6-week follow-up. Variables of interest were number of problem behaviours, success of teacher strategies used to manage problem behaviours and teacher self-efficacy in managing behaviours. Qualitative data assessing both the utility of the workshop and effectiveness of the individual management strategies was also gathered. At 6-week follow up, teachers reported increased confidence in their ability to manage the student with Asperger's syndrome, fewer problem behaviours displayed by the student and increased success in using strategies to manage the student in the classroom. The utility of both the workshop itself and individual management strategies were also endorsed by all teacher-participants. Suggestions for future research and limitation of the study are also discussed.

Asperger's and Girls: What Teachers Need to Know

“…In addition, they reported fewer problem behaviours from students with AS, and increased confidence in their own ability to implement behavioural and social strategies to support these students (Hinton, Sofronoff, & Sheffield, 2008). Similar teacher training programs could be carried out in which information specifically relating to females with AS could be included with the topics covered by Hinton et al (2008). Although there has been a lack of research related specifically to females with AS, authors such as Simone (2010Simone ( , 2012 and Willey (2012) provide valuable insights into the female experience of AS.…”

“…Following their participation in this program, participants reported that they felt more confident teaching students with AS. In addition, they reported fewer problem behaviours from students with AS, and increased confidence in their own ability to implement behavioural and social strategies to support these students (Hinton, Sofronoff, & Sheffield, 2008). Similar teacher training programs could be carried out in which information specifically relating to females with AS could be included with the topics covered by Hinton et al (2008).…”

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots

“…As children grow, friendships become selective and navigating peer relationships often become more challenging (Mugweni and Dakwa 2013). Children with ASD, who often already have difficulty with social relationships, developing friendships as they grow, may be even more challenging (Connor 2000;Hinton et al 2008;Jones and Frederickson 2010). Verily, a study of adolescent children with and without ASD in mainstream education drama class revealed adolescents with ASD experienced more loneliness, had poorer friendship quality in relation to companionship and helpfulness and had lower social network status compared to their typically developing peers (Locke et al 2010).…”

Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

“…This finding aligns with Florian and Black-Hawkins's (2011) inclusive pedagogical philosophy, which requires teachers to focus pedagogy on what learners are able to do instead of what they are unable to do. Similarly, previous studies have found that preparation of teachers for autism (Falkmer, Ochlers et al, 2015;Hinton et al, 2008;Park et al, 2010) is foundational in inclusion of learners with the condition in regular classes. Learner diversity informed pedagogy in regular classes.…”

“…Thus, more effort is needed to nurture regular classes that are friendly to learners with autism (Emam & Farrell, 2009;Hinton et al, 2008;Jones & Frederickson, 2010). As learners without developmental challenges usually emulate adults' behavior and attitudes, the attitudes of educators toward the education of learners with autism in regular classes are foundational as regards nurturing an inclusive pedagogical setting (Barnes, 2009;Falkmer, Ochlers et al, 2015;Horrocks et al, 2008).…”