Vilken effekt har en undervisande intervention på grundskolepersonals autismkunskap och self-efficacy? En kvasiexperimentell studie
(2022) PSPR14 20212Department of Psychology
- Abstract (Swedish)
- Andelen elever med diagnostiserat autismspektrumtillstånd (AST) ökar och framgångsrika försök har gjorts för att höja pedagogisk personals kunskap om och self-efficacy rörande denna elevgrupp. Med kvasiexperimentell pre-test post-test-design undersöktes i den aktuella studien effekten av en kort teoretiskt undervisande intervention på pedagogisk personals autismkunskap och autismspecifika self-efficacy. Studien undersökte vidare huruvida det fanns ett signifikant samband mellan autismkunskap och autismspecifik self-efficacy respektive autismspecifik self-efficacy och erfarenhet. Den korta teoretiskt undervisande interventionen innefattade information om AST, tydliggörande pedagogik och lågaffektivt bemötande och gavs till pedagogisk... (More)
- Andelen elever med diagnostiserat autismspektrumtillstånd (AST) ökar och framgångsrika försök har gjorts för att höja pedagogisk personals kunskap om och self-efficacy rörande denna elevgrupp. Med kvasiexperimentell pre-test post-test-design undersöktes i den aktuella studien effekten av en kort teoretiskt undervisande intervention på pedagogisk personals autismkunskap och autismspecifika self-efficacy. Studien undersökte vidare huruvida det fanns ett signifikant samband mellan autismkunskap och autismspecifik self-efficacy respektive autismspecifik self-efficacy och erfarenhet. Den korta teoretiskt undervisande interventionen innefattade information om AST, tydliggörande pedagogik och lågaffektivt bemötande och gavs till pedagogisk personal som arbetade på grundskolor i södra Sverige (N = 91). Resultatet visade en signifikant större ökning i autismkunskap mellan för- och eftermätning i experimentgruppen jämfört med kontrollgruppen. En sådan effekt erhölls inte avseende experimentgruppens autismspecifika self-efficacy. Det fanns ett signifikant samband mellan autismspecifik self-efficacy och autismkunskap respektive arbetserfarenhet. Denna studie är den första som indikerar ett kausalt samband mellan intervention och höjning i autismkunskap. Till skillnad från tidigare forskning sågs ingen signifikant ökning i experimentgruppens autismspecifika self-efficacy. Interventionens innehåll och tidpunkten för eftermätning diskuteras som möjliga förklaringar till att denna studie inte fann någon effekt av interventionen på autismspecifik self-efficacy. Studien bidrar till förståelsen av vilka komponenter en intervention behöver innehålla för att förmå öka autismkunskap och autismspecifik self-efficacy. (Less)
- Abstract
- The number of students diagnosed with autism spectrum disorder (ASD) is increasing and successful attempts have been made to increase school professionals' knowledge and self-efficacy regarding this group of students. The present study applied a quasi-experimental pre-test post-test design to examine the effect of a short theoretically didactive intervention on school professionals' autism knowledge and autism-specific self-efficacy. The study also examined whether there was a relationship between autism-specific self-efficacy and autism knowledge as well as autism-specific self-efficacy and experience. The short theoretically didactic intervention included information about ASD, structured teaching and low arousal approach and was given... (More)
- The number of students diagnosed with autism spectrum disorder (ASD) is increasing and successful attempts have been made to increase school professionals' knowledge and self-efficacy regarding this group of students. The present study applied a quasi-experimental pre-test post-test design to examine the effect of a short theoretically didactive intervention on school professionals' autism knowledge and autism-specific self-efficacy. The study also examined whether there was a relationship between autism-specific self-efficacy and autism knowledge as well as autism-specific self-efficacy and experience. The short theoretically didactic intervention included information about ASD, structured teaching and low arousal approach and was given to school professionals working in elementary schools in southern Sweden (N = 91). The result showed that the increase in autism knowledge between pre- and post-test data collection was significantly larger in the experimental group than in the control group. This effect did not manifest in the experimental group regarding autism-specific self-efficacy. The study found a significant relationship between autism-specific self-efficacy and autism knowledge. Furthermore, it also found a significant relationship between autism-specific self-efficacy and work experience. This study is the first to indicate a causal relationship between intervention and increase in autism knowledge. In contrast to previous research, autism-specific self-efficacy did not increase significantly in the experimental group. Intervention content or time for post-test data collection are discussed as potential reasons for the finding. The study contributes to the understanding of which elements an intervention must include to be effective in increasing school professionals' autism knowledge and autism-specific self-efficacy. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9071451
- author
- Andersson, Anna LU and Nilsson, Rebecka LU
- supervisor
- organization
- alternative title
- What is the effect of a short didactive intervention on school professionals' autism knowledge and autism-specific self-efficacy? A quasi-experimental study
- course
- PSPR14 20212
- year
- 2022
- type
- H3 - Professional qualifications (4 Years - )
- subject
- keywords
- autism spectrum disorder, autism knowledge, teacher self-efficacy, intervention, autismspektrumtillstånd, autismkunskap, lärares self-efficacy
- language
- Swedish
- id
- 9071451
- date added to LUP
- 2022-01-13 15:45:46
- date last changed
- 2022-01-13 15:45:46
@misc{9071451,
abstract = {{The number of students diagnosed with autism spectrum disorder (ASD) is increasing and successful attempts have been made to increase school professionals' knowledge and self-efficacy regarding this group of students. The present study applied a quasi-experimental pre-test post-test design to examine the effect of a short theoretically didactive intervention on school professionals' autism knowledge and autism-specific self-efficacy. The study also examined whether there was a relationship between autism-specific self-efficacy and autism knowledge as well as autism-specific self-efficacy and experience. The short theoretically didactic intervention included information about ASD, structured teaching and low arousal approach and was given to school professionals working in elementary schools in southern Sweden (N = 91). The result showed that the increase in autism knowledge between pre- and post-test data collection was significantly larger in the experimental group than in the control group. This effect did not manifest in the experimental group regarding autism-specific self-efficacy. The study found a significant relationship between autism-specific self-efficacy and autism knowledge. Furthermore, it also found a significant relationship between autism-specific self-efficacy and work experience. This study is the first to indicate a causal relationship between intervention and increase in autism knowledge. In contrast to previous research, autism-specific self-efficacy did not increase significantly in the experimental group. Intervention content or time for post-test data collection are discussed as potential reasons for the finding. The study contributes to the understanding of which elements an intervention must include to be effective in increasing school professionals' autism knowledge and autism-specific self-efficacy.}},
author = {{Andersson, Anna and Nilsson, Rebecka}},
language = {{swe}},
note = {{Student Paper}},
title = {{Vilken effekt har en undervisande intervention på grundskolepersonals autismkunskap och self-efficacy? En kvasiexperimentell studie}},
year = {{2022}},
}