Κατεύθυνση Ειδική Αγωγή
Library of the School of Education

2018-11-13

2018

Lazaridou Marianthi

Α.-Σ. Αντωνίου
Αναπληρωτής καθηγητής Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης

Αιτιακές αποδόσεις, συναισθηματική απόκριση και αυτοαποτελεσματικότητα εκπαιδευτικών σχετικά με την προκλητική συμπεριφορά μαθητών με Διαταραχή Αυτιστικού Φάσματος (ΔΑΦ)

Greek

Causal beliefs, emotional reactions and self-efficacy of Special Education teachers on challenging behavior of children with ASD

The purpose of the current research is the investigation of causal beliefs of Special Education teachers on challenging behavior of children with ASD, teacher SE as the provocative behavior of students with ASD, their sense of self-efficacy and their emotional reactions to such behavior. It is a comperative study since it considers the views of teachers working in Greece and in England. The research was carried out in 550 teachers with work experience on students with ASD. As a main research tool was written and used questionnaire consisted of three scales: the Challenging Behavior Attributions scale (Hastings, 1997), for the collection of causal beliefs, the Challenging Behavior Self-efficacy scale (Hastings et al., 2002), for measuring the sense of self-efficacy, and the Emotional Responses to Challenging Behaviors scale (Jones et al., 2003), for measuring the teachers’ emotional reactions toward challenging behavior of students with ASD. For the statistical analysis of the survey used the statistical tool SPSS for descriptive and deductive statistics analysis (Independent Samples T-Test, Pearson Correlation). The results suggest that teachers from both samples, have a highly satisfactory degree of self-efficacy. Regarding the causal beliefs of challenging behavior, it observed that they are not limited interpretations based on fixed standards, but a variety of interpretations. This may be explained by the teachers’ specific training on behavior management and autism. Moreover, the majority of teachers from both samples, attribute the causes of challenging behavior of their students on learned situations. Years of teaching experience, work context and training in behavior management and in ASD, seems to affect the sense of self-efficacy of Greek teachers, while in the English sample, these characteristics seems to affect the causal attributions and emotional responses of teachers. Finally, it was observed that both Greek and English teachers are possessed of positive feelings towards this behavior of their students. However, the emotional reactions may vary according to the different causes that teachers attribute the challenging behavior.

Special education

causal beliefs, self-efficacy, emotional reactions, behavioural knowledge, challenging behavior, ASD, teachers, students.

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84

182

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https://pergamos.lib.uoa.gr/uoa/dl/object/2819305