Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China
| Autor: | Xiuhong Li, Qiaolan Zheng, Brian J. Hall, Charles M. Zaroff, Yingna Liu, Yuantao Hao, Jialing Li |
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| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Adult
Male China Health Knowledge Attitudes Practice Higher education genetic structures Autism Spectrum Disorder Autism Population education Self-concept behavioral disciplines and activities Developmental psychology 03 medical and health sciences Young Adult 0302 clinical medicine Intervention (counseling) Surveys and Questionnaires mental disorders medicine Humans 0501 psychology and cognitive sciences Preschool education.field_of_study Chinese business.industry Teacher 05 social sciences Middle Aged medicine.disease Child development Self Concept Stratified sampling Psychiatry and Mental health Autism spectrum disorder Female School Teachers Psychology business 030217 neurology & neurosurgery 050104 developmental & child psychology Clinical psychology Research Article |
| Zdroj: | BMC Psychiatry |
| ISSN: | 1471-244X |
| Popis: | Background In China, children with Autism Spectrum Disorder (ASD) can potentially benefit from universal education policies and recent initiatives designed to address the needs of children with developmental disorders. However, adequate schooling is often unavailable for children with ASD, in part because teachers lack the knowledge and skills needed to work with this population. To better understand the current state of knowledge of ASD in China, we surveyed knowledge and attitudes regarding the disorder in preschool teachers. Methods A total of 471 preschool teachers in the cities of Guangzhou and Foshan, China completed questionnaires assessing participant demographics, knowledge of typical child development and knowledge of ASD, attitudes towards ASD, practices and self-perceptions of efficacy in the education of children with ASD, and awareness of organizations and intervention approaches devoted to the care of individuals with ASD. The correlation between individual- and school-level variables with current knowledge of typical child development and ASD was examined using univariate and multivariate analyses. Results The majority (84 %) of participants answered correctly more than half of the questionnaire items assessing understanding of typical child development. In contrast, 83 % provided inaccurate responses to more than half of the questionnaire items assessing knowledge of ASD. Knowledge of typical child development and knowledge of ASD were both associated with geographic region (teachers in Guangzhou had greater knowledge than those in Foshan, p |
| Databáze: | OpenAIRE |
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