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Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China
Liu,Yingna1; Li,Jialing1; Zheng,Qiaolan1; Zaroff,Charles M.2; Hall,Brian J.2,3; Li,Xiuhong4; Hao,Yuantao1
2019-06-19
Source PublicationBMC Psychiatry
ISSN1471244X
Volume16Issue:1Pages:1-12
Abstract

Background: In China, children with Autism Spectrum Disorder (ASD) can potentially benefit from universal education policies and recent initiatives designed to address the needs of children with developmental disorders. However, adequate schooling is often unavailable for children with ASD, in part because teachers lack the knowledge and skills needed to work with this population. To better understand the current state of knowledge of ASD in China, we surveyed knowledge and attitudes regarding the disorder in preschool teachers. Methods: A total of 471 preschool teachers in the cities of Guangzhou and Foshan, China completed questionnaires assessing participant demographics, knowledge of typical child development and knowledge of ASD, attitudes towards ASD, practices and self-perceptions of efficacy in the education of children with ASD, and awareness of organizations and intervention approaches devoted to the care of individuals with ASD. The correlation between individual- and school-level variables with current knowledge of typical child development and ASD was examined using univariate and multivariate analyses. Results: The majority (84 %) of participants answered correctly more than half of the questionnaire items assessing understanding of typical child development. In contrast, 83 % provided inaccurate responses to more than half of the questionnaire items assessing knowledge of ASD. Knowledge of typical child development and knowledge of ASD were both associated with geographic region (teachers in Guangzhou had greater knowledge than those in Foshan, p < 0.0001). Knowledge of ASD was also associated with a higher education level (p < 0.05) and school type (p = 0.023). In general, participants believed fairly strongly in the need for greater service provision for children with ASD, and were receptive towards receiving additional specialized training. Most participants were unaware of ASDspecific organizations and empirically validated intervention approaches. Conclusions: Knowledge of ASD is lacking in preschool teachers in China, and greater teacher training and instruction is needed. Nonetheless, teachers report a willingness and motivation to gain the skills needed to maximize the educational experiences of children with ASD.

KeywordAutism Autism Spectrum Disorder China Chinese Preschool Teacher
DOI10.1186/s12888-016-0845-2
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaPsychiatry
WOS SubjectPsychiatry
WOS IDWOS:000376006500001
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Cited Times [WOS]:13   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionDEPARTMENT OF PSYCHOLOGY
Corresponding AuthorHao,Yuantao
Affiliation1.School of Public HealthDepartment of Medical Statistics and EpidemiologySun Yat-Sen University,Guangzhou,China
2.Faculty of Social SciencesDepartment of PsychologyThe University of Macau,Taipa, Macau (SAR),Macao
3.Department of HealthBehavior and SocietyJohns Hopkins Bloomberg School of Public Health,Baltimore,United States
4.School of Public HealthFaculty of Maternal and Child HealthPreventive Medicine InstituteSun Yat-Sen University,Guangzhou,China
Recommended Citation
GB/T 7714
Liu,Yingna,Li,Jialing,Zheng,Qiaolan,et al. Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China[J]. BMC Psychiatry,2019,16(1):1-12.
APA Liu,Yingna.,Li,Jialing.,Zheng,Qiaolan.,Zaroff,Charles M..,Hall,Brian J..,...&Hao,Yuantao.(2019).Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China.BMC Psychiatry,16(1),1-12.
MLA Liu,Yingna,et al."Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China".BMC Psychiatry 16.1(2019):1-12.
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