Future Teacher's Perceptions of Treatment for Challenging Behavior in Autism

Location

CSU 255

Start Date

22-4-2008 10:30 AM

End Date

22-4-2008 12:00 PM

Student's Major

Special Education

Student's College

Education

Mentor's Name

Ockjean Kim

Mentor's Department

Special Education

Mentor's College

Education

Description

With the dramatic increase in incidence of autism nationwide, it is highly likely that pre-service teachers will have one or more students with autism who exhibit serious challenging behaviors in their future classrooms. The purpose of thi_s study is to find out future teachers' opinions about various treatment procedures proposed for dealing with difficult behaviors often observed in autism. The information obtained will be used to educate teacher educators in their development of teaching future teachers how to educate children with autism. Participants were pre-service teachers from Minnesota State University, Mankato, attending special education and elementary education classes. Participants completed the Treatment Evaluation Inventory, a questionnaire consisting of three case studies, each followed by three different interventions. Following each intervention were nine statements for pre-service teachers to rate their perceptions. I investigated whether there were differences in treatment acceptability across different majors (special education vs. general education) and across different behavior problems (aggressive, self-injurious, vs. disruptive). Preliminary examinations of responses from special education student teachers indicated that a segment of pre-service special education teachers reject the use of aversive interventions under any circumstances, while some may be open to the conditional use of aversive interventions.

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Apr 22nd, 10:30 AM Apr 22nd, 12:00 PM

Future Teacher's Perceptions of Treatment for Challenging Behavior in Autism

CSU 255

With the dramatic increase in incidence of autism nationwide, it is highly likely that pre-service teachers will have one or more students with autism who exhibit serious challenging behaviors in their future classrooms. The purpose of thi_s study is to find out future teachers' opinions about various treatment procedures proposed for dealing with difficult behaviors often observed in autism. The information obtained will be used to educate teacher educators in their development of teaching future teachers how to educate children with autism. Participants were pre-service teachers from Minnesota State University, Mankato, attending special education and elementary education classes. Participants completed the Treatment Evaluation Inventory, a questionnaire consisting of three case studies, each followed by three different interventions. Following each intervention were nine statements for pre-service teachers to rate their perceptions. I investigated whether there were differences in treatment acceptability across different majors (special education vs. general education) and across different behavior problems (aggressive, self-injurious, vs. disruptive). Preliminary examinations of responses from special education student teachers indicated that a segment of pre-service special education teachers reject the use of aversive interventions under any circumstances, while some may be open to the conditional use of aversive interventions.

Recommended Citation

Lee, Renee. "Future Teacher's Perceptions of Treatment for Challenging Behavior in Autism." Undergraduate Research Symposium, Mankato, MN, April 22, 2008.
https://cornerstone.lib.mnsu.edu/urs/2008/oral-session-13/3