Relations between commitment to a treatment orientation and self-efficacy among teachers working with children with autism
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AbstractThis study examined the correlation between commitment to specific treatment orientations and teacher self-efficacy. The participants included 115 teachers working with children with autism. Teachers using one of the two different treatment orientations participated in the study; as oriented towards Applied Behavior Analysis (ABA), and those committed to the Treatment and Education of Autistic and Communication-related Handicapped Children (TEACCH) orientation. The two groups were compared to a group of teachers with commitment to neither of these orientations (who served as a comparison group), in terms of personal and general teaching self-efficacy. The results suggested that teachers who identified themselves with the ABA orientation had a significantly higher personal teaching self-efficacy compared to the TEACCH group, as well as the comparison group. No significant difference was found among the three groups in terms of general teaching self-efficacy. The limitations of this study, as well as its implications for research and practices followed in working with children with autism, are discussed.
All Author(s) ListSiu A.F.Y., Ho E.L.S.
Journal nameInternational Journal of Early Childhood Special Education
Volume Number2
Issue Number3
PublisherInternational Journal of Early Childhood Special Education
Place of PublicationTurkey
Pages180 - 192
LanguagesEnglish-United Kingdom
KeywordsAutism, Teacher self-efficacy, Treatment orientation

Last updated on 2020-08-09 at 01:06