Academic Journal
Educators Describe the 'Best Things' about Students with Autism at School
| العنوان: | Educators Describe the 'Best Things' about Students with Autism at School |
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| اللغة: | English |
| المؤلفون: | Pat Mirenda (ORCID |
| المصدر: | Journal of Autism and Developmental Disorders. 2024 54(1):1-17. |
| الاتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Children, Autism Spectrum Disorders, Teachers, Teacher Attitudes, Personality Traits, Behavior Problems, Psychological Patterns, Severity (of Disability), Symptoms (Individual Disorders), Student Behavior |
| DOI: | 10.1007/s10803-022-05761-2 |
| تدمد: | 0162-3257 1573-3432 |
| مستخلص: | This study examined educators' descriptions of the positive character traits of students with autism spectrum disorder at ages 7-8 and 10-11, using an adapted version of the Values in Action (VIA) Classification of Strengths. The most commonly endorsed strengths at both age intervals were kindness, specific skills, self-regulation, and perseverance. Higher scores for challenging behavior were associated with a lower likelihood of endorsement for Happiness and Courage traits. Higher autism symptom severity scores were associated with a lower likelihood of endorsement for Courage traits. Few significant differences were found for endorsement of trait categories by students' educational placement or the type of curriculum they received. Results may have implications for student-teacher relationships, educational assessments, and school-based interventions that emphasize strengths and resilience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1407427 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0162-3257 1573-3432 |
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| DOI: | 10.1007/s10803-022-05761-2 |