Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders / Feifan PANG in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3631-3646 Titre : Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Feifan PANG, Auteur ; Lan YANG, Auteur ; Choi Yeung TSE, Auteur ; Kuen Fung SIN, Auteur Article en page(s) : p.3631-3646 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the associations between teachers’ beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) – important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers’ intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers’ practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers’ beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers’ inclusive practices. This study highlights the vital role of teachers’ control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers’ intentions and behaviors in implementing IE impact students’ outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools. En ligne : https://doi.org/10.1007/s10803-024-06473-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders [texte imprimé] / Feifan PANG, Auteur ; Lan YANG, Auteur ; Choi Yeung TSE, Auteur ; Kuen Fung SIN, Auteur . - p.3631-3646. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3631-3646 Index. décimale : PER Périodiques Résumé : This study examined the associations between teachers’ beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) – important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers’ intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers’ practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers’ beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers’ inclusive practices. This study highlights the vital role of teachers’ control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers’ intentions and behaviors in implementing IE impact students’ outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools. En ligne : https://doi.org/10.1007/s10803-024-06473-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study / Yen Na YUM in Autism Research, 17-12 (December 2024)  

Public ISBD [article]  inAutism Research > 17-12 (December 2024) . - p.2702-2722 Titre : Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study Type de document : texte imprimé Auteurs : Yen Na YUM, Auteur ; Kean POON, Auteur ; Way Kwok-Wai LAU, Auteur ; Fuk Chuen HO, Auteur ; Kuen Fung SIN, Auteur ; King Man CHUNG, Auteur ; Ho Yan LEE, Auteur ; Di Chao LIANG, Auteur Article en page(s) : p.2702-2722 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  intellectual disabilities  music therapy  quantitative electroencephalogram  social skills development Index. décimale : PER Périodiques Résumé : Abstract This study aimed to evaluate the effectiveness of music therapy (MT) for children with co-occurring autism spectrum disorder (ASD) and intellectual disabilities (ID) and explore whether pre-intervention quantitative electroencephalogram (qEEG) responses can predict outcomes. A randomized controlled trial was conducted with 33 children receiving MT and 34 receiving an active control therapy. Participants received either MT or a non-musical social skills intervention for 45 min weekly over 12 weeks. Primary outcomes were measured using the Childhood Autism Rating Scale (CARS-2), along with the parent-rated Social Responsiveness Scale (SRS-2) and video coding of social behaviors. Both conditions significantly improved in CARS-2 scores at 2 weeks and 4 months post-intervention, with no differences between MT and control conditions. No changes were found in SRS-2 scores. While both conditions showed reduced disengagement after intervention, only the MT condition showed increased engagement and initiation. Strong qEEG responses to social scenes and music predicted increased initiation, indicating its potential to help tailor interventions. These results support incorporating MT into standard services and further research on qEEG predictors. En ligne : https://dx.doi.org/10.1002/aur.3254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Music therapy improves engagement and initiation for autistic children with mild intellectual disabilities: A randomized controlled study [texte imprimé] / Yen Na YUM, Auteur ; Kean POON, Auteur ; Way Kwok-Wai LAU, Auteur ; Fuk Chuen HO, Auteur ; Kuen Fung SIN, Auteur ; King Man CHUNG, Auteur ; Ho Yan LEE, Auteur ; Di Chao LIANG, Auteur . - p.2702-2722. Langues : Anglais (eng) in Autism Research > 17-12 (December 2024) . - p.2702-2722 Mots-clés : autism spectrum disorder  intellectual disabilities  music therapy  quantitative electroencephalogram  social skills development Index. décimale : PER Périodiques Résumé : Abstract This study aimed to evaluate the effectiveness of music therapy (MT) for children with co-occurring autism spectrum disorder (ASD) and intellectual disabilities (ID) and explore whether pre-intervention quantitative electroencephalogram (qEEG) responses can predict outcomes. A randomized controlled trial was conducted with 33 children receiving MT and 34 receiving an active control therapy. Participants received either MT or a non-musical social skills intervention for 45 min weekly over 12 weeks. Primary outcomes were measured using the Childhood Autism Rating Scale (CARS-2), along with the parent-rated Social Responsiveness Scale (SRS-2) and video coding of social behaviors. Both conditions significantly improved in CARS-2 scores at 2 weeks and 4 months post-intervention, with no differences between MT and control conditions. No changes were found in SRS-2 scores. While both conditions showed reduced disengagement after intervention, only the MT condition showed increased engagement and initiation. Strong qEEG responses to social scenes and music predicted increased initiation, indicating its potential to help tailor interventions. These results support incorporating MT into standard services and further research on qEEG predictors. En ligne : https://dx.doi.org/10.1002/aur.3254 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

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