Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China

BMC Psychiatry

Research Article

Charles M. Zaroff¹  Brian J. Hall²  Yingna Liu³  Qiaolan Zheng³  Jialing Li³  Yuantao Hao³  Xiuhong Li⁴ 

[1] Faculty of Social Sciences, Department of Psychology, The University of Macau, Avenida da Universidade, Taipa, Macau (SAR), People’s Republic of China;Faculty of Social Sciences, Department of Psychology, The University of Macau, Avenida da Universidade, Taipa, Macau (SAR), People’s Republic of China;Department of Health, Behavior and Society, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD, USA;School of Public Health, Department of Medical Statistics and Epidemiology, Sun Yat-Sen University, Guangzhou, China;School of Public Health, Faculty of Maternal and Child Health, Preventive Medicine Institute, Sun Yat-Sen University, Guangzhou, China;

关键词: Autism;    Autism spectrum disorder;    China;    Chinese;    Teacher;    Preschool;   

DOI  :  10.1186/s12888-016-0845-2

 received in 2015-03-28, accepted in 2016-05-04,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundIn 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.MethodsA 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.ResultsThe 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 ASD-specific organizations and empirically validated intervention approaches.ConclusionsKnowledge 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.

【 授权许可】

CC BY   
© Liu et al. 2016