Social communication problems, social anxiety, and mood problems: kindergarten and primary school teachers' perspective among students with autism spectrum disorder.
This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4–13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st–3rd, 4th–6th) from teachers' perspective in...
| Published in: | International Journal of Developmental Disabilities Vol. 70; no. 5; pp. 935 - 943 |
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| Format: | research tables/charts Journal Article |
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Taylor & Francis Ltd
Sep2024
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=178881143&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 178881143 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Sep2024 vid: 70 iid: 5 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 178881143 161078728 178881143 178881143 10.1080/20473869.2022.2160413 178881143 ppf: 935 ppct: 8 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Social communication problems, social anxiety, and mood problems: kindergarten and primary school teachers' perspective among students with autism spectrum disorder. aug: au: Tallas-Mahajna, Naila affil: AL-Qasemi Academic College (R.A), Baqa-El-Gharbia, Israel sug: subj: Social Behavior In Infancy and Childhood Communicative Disorders In Infancy and Childhood Anxiety In Infancy and Childhood Affective Disorders In Infancy and Childhood Autism Spectrum Disorder Teachers Psychosocial Factors Faculty Attitudes Human Israel Male Female Child, Preschool Child Schools Israel Students, Elementary Palestinians Questionnaires Education, Special Affect Communication Skills Emotions Scales Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: This study examined the level of social communication problems (SCP), social anxiety (SA), and mood problems (MP) among children with ASD (age 4–13 years) enrolled in special classes (n = 74) and regular classes (n = 73) and grade level (kindergarten, 1st–3rd, 4th–6th) from teachers' perspective in schools of Palestinian Arabs in Israel. Teachers responded to three questionnaires about (1) SCP, (2) SA and (3) MP; the teachers' responses to the questionnaires were used to answer the research questions. Results: SCP, SA and MP were of medium rates for students with ASD enrolled in regular and special classes. No significant differences in the level of SCP could be attributed to class type (Regular, Special) or the grade level (kindergarten, 1st–3rd, 4th–6th). There were significant differences in SA levels that could be attributed to grade level in favor of the 4th–6th grades but there were no significant differences according to class type (Regular, Special). There were statistically significant differences in MP levels that could be attributed to the class type in favor of special classes, and the effect of grade level was not significant. There was a direct significant relationship between SCP, SA, and MP. Conclusion: SCP may be an important risk factor for the development of SA and MP among students with ASD, which lead us to incorporating social skills interventions by educational staff to alleviate or even prevent symptoms of SA and MP among students with ASD, which supports the view of inclusion pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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