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  5. The influence of rigid/ritualistic behavioral profiles in students with autism spectrum disorder on special education teachers' perceptions of their readiness for supported employment
 
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The influence of rigid/ritualistic behavioral profiles in students with autism spectrum disorder on special education teachers' perceptions of their readiness for supported employment

URI
https://hdl.handle.net/10497/24489
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Type
Article
Files
 TJSE-2022-113805.pdf (444.95 KB)
Citation
Nah, Y.-H., & Neo, H.-M. (2023). The influence of rigid/ritualistic behavioral profiles in students with autism spectrum disorder on special education teachers' perceptions of their readiness for supported employment. The Journal of Special Education, 57(2), 73-82. https://doi.org/10.1177/00224669221113805
Author
Nah, Yong Hwee 
•
Neo, Hui Min
Abstract
This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-methods design, sample consisted of 111 teachers randomly assigned to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. They then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment. The student’s age influenced teachers’ perception. Teachers’ qualitative feedback was also obtained. Implications were discussed.
Keywords
  • Autism spectrum disor...

  • Teacher perceptions

  • Employment

  • Rigid/ritualistic beh...

  • Special education tea...

Date Issued
2023
Publisher
Sage
Journal
The Journal of Special Education
DOI
10.1177/00224669221113805
Funding Agency
Singapore Children's Society
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