Empowering preschool teachers to identify early signs of autism using the Classroom Observation Scale for Autism in Preschool / Jacqueline Wai-yan TANG in Research in Autism, 133 (May 2026)  

Public ISBD [article]  inResearch in Autism > 133 (May 2026) . - p.202897 Titre : Empowering preschool teachers to identify early signs of autism using the Classroom Observation Scale for Autism in Preschool Type de document : texte imprimé Auteurs : Jacqueline Wai-yan TANG, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.202897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early identification  Screening  Preschoolers  Classroom Observation Scale Index. décimale : PER Périodiques Résumé : This study aimed to improve the competence and screening accuracy of preschool teachers in identifying children at risk of autism spectrum disorder (ASD) using the Classroom Observation Scale for Autism in Preschool (COSA-P). A total of 151 teachers from 14 preschools in Hong Kong participated in the study. Teachers in the intervention group (n = 78) underwent 120 min of training designed to promote high metacognitive engagement through methods such as inducing cognitive conflicts, using video case illustrations, and engaging in hands-on case practice on scoring. The control group (n = 73) received a 30-minute didactic briefing on utilizing the COSA-P. Post-training evaluation indicated that the intervention group outperformed the control group in perceived mastery of ASD knowledge, belief in the importance of early identification, self-efficacy in implementing pedagogical accommodations, and motivation to use the COSA-P. Subsequently, all teachers observed a total of 1112 preschoolers (Mage = 4y10m; 557 boys, 535 girls) in their classrooms using the COSA-P. Clinical assessments conducted at a two-month follow-up revealed a higher predictive accuracy of the COSA-P among the intervention group (AUC =.86) compared to the control group (AUC =.71). This study offers insights into designing effective training to enhance teachers' competence in embracing new initiatives for early identification. En ligne : https://doi.org/10.1016/j.reia.2026.202897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585 [article] Empowering preschool teachers to identify early signs of autism using the Classroom Observation Scale for Autism in Preschool [texte imprimé] / Jacqueline Wai-yan TANG, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.202897. Langues : Anglais (eng) in Research in Autism > 133 (May 2026) . - p.202897 Mots-clés : Autism spectrum disorder  Early identification  Screening  Preschoolers  Classroom Observation Scale Index. décimale : PER Périodiques Résumé : This study aimed to improve the competence and screening accuracy of preschool teachers in identifying children at risk of autism spectrum disorder (ASD) using the Classroom Observation Scale for Autism in Preschool (COSA-P). A total of 151 teachers from 14 preschools in Hong Kong participated in the study. Teachers in the intervention group (n = 78) underwent 120 min of training designed to promote high metacognitive engagement through methods such as inducing cognitive conflicts, using video case illustrations, and engaging in hands-on case practice on scoring. The control group (n = 73) received a 30-minute didactic briefing on utilizing the COSA-P. Post-training evaluation indicated that the intervention group outperformed the control group in perceived mastery of ASD knowledge, belief in the importance of early identification, self-efficacy in implementing pedagogical accommodations, and motivation to use the COSA-P. Subsequently, all teachers observed a total of 1112 preschoolers (Mage = 4y10m; 557 boys, 535 girls) in their classrooms using the COSA-P. Clinical assessments conducted at a two-month follow-up revealed a higher predictive accuracy of the COSA-P among the intervention group (AUC =.86) compared to the control group (AUC =.71). This study offers insights into designing effective training to enhance teachers' competence in embracing new initiatives for early identification. En ligne : https://doi.org/10.1016/j.reia.2026.202897 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=585

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