Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / Cyrielle DERGUY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1666-1681 Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur . - p.1666-1681. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1666-1681 Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties / Mickaël JURY in Research in Autism Spectrum Disorders, 83 (May 2021)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 83 (May 2021) . - 101746 Titre : Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Mickaël JURY, Auteur ; Anne-Laure PERRIN, Auteur ; Caroline DESOMBRE, Auteur ; Odile ROHMER, Auteur Article en page(s) : 101746 Langues : Anglais (eng) Mots-clés : Inclusive education  Attitudes  Autism spectrum disorder  Stereotype Index. décimale : PER Périodiques Résumé : Background Students with autism spectrum disorder (ASD) are less included within mainstream educational systems. We argued that teachers’ attitudes toward their inclusion represent a key factor to understand this issue. Based on previous research showing that teachers are frequently reluctant to include them in mainstream education, we hypothesized that teachers’ attitudes could be predicted by the specific difficulties faced by these students. Method One thousand and sixty-four teachers were asked to express their attitudes toward the inclusion of students with ASD in an online questionnaire. The co-occurring difficulties that students with ASD could face were experimentally manipulated through brief information depicting specific set of difficulties. Results Teachers expressed more positive attitudes toward the inclusion of students with ASD with no difficulties, in comparison with those with behavioral difficulties, behavioral and cognitive difficulties, or those for whom difficulties were not specified – the control condition. Unexpectedly, teachers were not more positive regarding the inclusion of students with ASD with no difficulties in comparison with those with cognitive difficulties. Conclusions Without specific information, it seems that teachers spontaneously associated ASD with behavioral difficulties and that teachers’ attitudes were the most negative for students facing such difficulties (regardless of the presence or absence of cognitive difficulties). Nonetheless, by also suggesting that attitudes toward the inclusion of these students can be positive, these results seem to corroborate that the use of broader categories like “students with ASD” could be discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446 [article] Teachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties [Texte imprimé et/ou numérique] / Mickaël JURY, Auteur ; Anne-Laure PERRIN, Auteur ; Caroline DESOMBRE, Auteur ; Odile ROHMER, Auteur . - 101746. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101746 Mots-clés : Inclusive education  Attitudes  Autism spectrum disorder  Stereotype Index. décimale : PER Périodiques Résumé : Background Students with autism spectrum disorder (ASD) are less included within mainstream educational systems. We argued that teachers’ attitudes toward their inclusion represent a key factor to understand this issue. Based on previous research showing that teachers are frequently reluctant to include them in mainstream education, we hypothesized that teachers’ attitudes could be predicted by the specific difficulties faced by these students. Method One thousand and sixty-four teachers were asked to express their attitudes toward the inclusion of students with ASD in an online questionnaire. The co-occurring difficulties that students with ASD could face were experimentally manipulated through brief information depicting specific set of difficulties. Results Teachers expressed more positive attitudes toward the inclusion of students with ASD with no difficulties, in comparison with those with behavioral difficulties, behavioral and cognitive difficulties, or those for whom difficulties were not specified – the control condition. Unexpectedly, teachers were not more positive regarding the inclusion of students with ASD with no difficulties in comparison with those with cognitive difficulties. Conclusions Without specific information, it seems that teachers spontaneously associated ASD with behavioral difficulties and that teachers’ attitudes were the most negative for students facing such difficulties (regardless of the presence or absence of cognitive difficulties). Nonetheless, by also suggesting that attitudes toward the inclusion of these students can be positive, these results seem to corroborate that the use of broader categories like “students with ASD” could be discussed. En ligne : https://doi.org/10.1016/j.rasd.2021.101746 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=446

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