Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673852
Title: Autism spectrum disorders (ASD) and challenging behaviours (CB) : training level and content knowledge of teachers in the Republic of Ireland
Author: Fennell, Brian James
ISNI:       0000 0004 5369 6777
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2014
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Abstract:
With rising prevalence rates of autism spectrum disorders worldwide (Le. current prevalence of 1 :88; CD(2012) it is imperative to implement efficacious interventions to improve functional outcomes for those iiagnosed with autism. Applied behaviour has been shown to produce advantageous outcomes (e.g. raised IQ scores, improved verbal skills, and increased adaptive behaviours; Fein, 2013; G. Dawson et a 2010) and is widely accepted as an evidence-based practice for educational interventions for individuals with autism spectrum disorders (Odom, 2010). Irish teachers of students with autism spectrum disorders were surveyed regarding their knowledge relevant to autism, challenging behaviour, and applied behaviour analysis. The data were analyzed to comparing results among respondents based on professional development training in the content areas. The teachers reporting training through the Special Education Support Service showed slightly higher rates of correct responses yet the performance of this group did not support the claimed high level of knowledge in these areas. This study indicates a need for research to validate professional development training modules as a means of ensuring improved teacher knowledge and skills being brought to practice in classrooms for students with ASD in Ireland.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.673852  DOI: Not available
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