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Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification / Laura M. MORETT ; Sumaia Mohammed ZAID ; Samsilah ROSLAN ; Mohammed TARESH TALEB ; Pu SONG ; Nor Aniza AHMAD ; Sarah NOMAN in Autism, 28-1 (January 2024)
[article]
Titre : Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification Type de document : Texte imprimé et/ou numérique Auteurs : Laura M. MORETT, Auteur ; Sumaia Mohammed ZAID, Auteur ; Samsilah ROSLAN, Auteur ; Mohammed TARESH TALEB, Auteur ; Pu SONG, Auteur ; Nor Aniza AHMAD, Auteur ; Sarah NOMAN, Auteur Article en page(s) : p.239?253 Mots-clés : autism identification beliefs EMiASD knowledge preschool teachers self-efficacy Yemen Index. décimale : PER Périodiques Résumé : Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n?=?60) or a comparison arm receiving standard training (n?=?60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n?=?60) or a comparison arm receiving standard training (n?=?60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. En ligne : https://dx.doi.org/10.1177/13623613231211850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519
in Autism > 28-1 (January 2024) . - p.239?253[article] Preschool teachers? knowledge, beliefs, and self-efficacy concerning autism: A parallel mixed-methods study of an intervention to improve autism identification [Texte imprimé et/ou numérique] / Laura M. MORETT, Auteur ; Sumaia Mohammed ZAID, Auteur ; Samsilah ROSLAN, Auteur ; Mohammed TARESH TALEB, Auteur ; Pu SONG, Auteur ; Nor Aniza AHMAD, Auteur ; Sarah NOMAN, Auteur . - p.239?253.
in Autism > 28-1 (January 2024) . - p.239?253
Mots-clés : autism identification beliefs EMiASD knowledge preschool teachers self-efficacy Yemen Index. décimale : PER Périodiques Résumé : Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n?=?60) or a comparison arm receiving standard training (n?=?60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n?=?60) or a comparison arm receiving standard training (n?=?60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. En ligne : https://dx.doi.org/10.1177/13623613231211850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=519 Inter-rater reliability of parent and preschool teacher ratings of language in children with autism / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 7-11 (November 2013)
[article]
Titre : Inter-rater reliability of parent and preschool teacher ratings of language in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur Article en page(s) : p.1391-1396 Langues : Anglais (eng) Mots-clés : Language Autism Inter-rater reliability MacArthur CDI Parents Preschool teachers Index. décimale : PER Périodiques Résumé : Abstract Parent reports such as MacArthur-Bates Communicative Development Inventories (CDIs) have been suggested as a measure of language in young children with autism since this group often score below base levels of direct tests. However, questions have been raised concerning the reliability of report-based assessments. Parents and preschool teachers filled out the CDI–Words amp; Gestures for 55 children diagnosed with autistic disorder. Inter-rater reliability analyses were done for the whole sample and a subgroup of minimally verbal children (n = 28). Further, potential over- or under-estimation, comparing the raters was analyzed. Results suggested excellent to fair inter-rater reliability between parent and preschool teacher. Parents tended to rate the children slightly higher than preschool teachers. However, the differences were small, and most likely due to contextual variations. These findings suggest that parents can be reliable sources of information about language abilities in children with autism. Therefore, when children are difficult to assess through direct tests, parent reports such as the CDI can be a good alternative. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1391-1396[article] Inter-rater reliability of parent and preschool teacher ratings of language in children with autism [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur . - p.1391-1396.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-11 (November 2013) . - p.1391-1396
Mots-clés : Language Autism Inter-rater reliability MacArthur CDI Parents Preschool teachers Index. décimale : PER Périodiques Résumé : Abstract Parent reports such as MacArthur-Bates Communicative Development Inventories (CDIs) have been suggested as a measure of language in young children with autism since this group often score below base levels of direct tests. However, questions have been raised concerning the reliability of report-based assessments. Parents and preschool teachers filled out the CDI–Words amp; Gestures for 55 children diagnosed with autistic disorder. Inter-rater reliability analyses were done for the whole sample and a subgroup of minimally verbal children (n = 28). Further, potential over- or under-estimation, comparing the raters was analyzed. Results suggested excellent to fair inter-rater reliability between parent and preschool teacher. Parents tended to rate the children slightly higher than preschool teachers. However, the differences were small, and most likely due to contextual variations. These findings suggest that parents can be reliable sources of information about language abilities in children with autism. Therefore, when children are difficult to assess through direct tests, parent reports such as the CDI can be a good alternative. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.08.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215