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Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum... Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD.Design/methodology/approachParticipants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Singapore completed an open-ended survey. Twelve codes were generated and served as guidelines for coding the qualitative data. Codes with similar themes were then grouped to form four construct categories: social communication, restricted and repetitive behaviours, attention and learning and others.FindingsResults indicated that difficulty with change/transition and social/peer interaction were the most concerning issues across all settings, whereas “lesson time” and “circle time” were the two most common activities/settings in which the concerns were reported by teachers.Originality/valueFindings from this paper may add to the limited research looking at the challenging behaviours exhibited by children with ASD in mainstream pre-school settings in Singapore. Understanding the type of challenging behaviours presented in pre-schoolers with ASD and the activities/settings in which these behaviours occur may help the teachers to link the difficulties to specific interventions to further support their inclusion in a mainstream pre-school setting. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Autism Emerald Publishing

Pre-school teachers’ perceptions of challenging behaviours of students with autism spectrum disorder within inclusive settings

Nah, Yong-Hwee
Advances in Autism , Volume 6 (3): 10 – Jul 16, 2020
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2056-3868
DOI
10.1108/aia-05-2019-0013
Publisher site
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Abstract

Students with autism spectrum disorder (ASD) often have challenging behaviours that can create significant teaching challenges in group settings such as in mainstream pre-school inclusive settings. This study aims to identify and understand, from the perspectives of mainstream pre-school teachers in Singapore, the type of common challenging behaviours observed in pre-schoolers (mean age = 4.5 years, SD = 1.1, range = 3-6) with ASD.Design/methodology/approachParticipants consisted of 62 teachers (mean age = 35.8 years; SD = 10.8) teaching in mainstream pre-school centres located in Singapore completed an open-ended survey. Twelve codes were generated and served as guidelines for coding the qualitative data. Codes with similar themes were then grouped to form four construct categories: social communication, restricted and repetitive behaviours, attention and learning and others.FindingsResults indicated that difficulty with change/transition and social/peer interaction were the most concerning issues across all settings, whereas “lesson time” and “circle time” were the two most common activities/settings in which the concerns were reported by teachers.Originality/valueFindings from this paper may add to the limited research looking at the challenging behaviours exhibited by children with ASD in mainstream pre-school settings in Singapore. Understanding the type of challenging behaviours presented in pre-schoolers with ASD and the activities/settings in which these behaviours occur may help the teachers to link the difficulties to specific interventions to further support their inclusion in a mainstream pre-school setting.

Journal

Advances in Autism – Emerald Publishing

Published: Jul 16, 2020

Keywords: Perceptions; Autism spectrum disorder; Challenging behaviours; Pre-school teacher

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