scholarly journals Students with Autism Spectrum Disorders and Their Neuro-typical Peers – Differences and Influences of Loneliness, Stress and Self-efficacy on Life Satisfaction

2015 ◽  
Vol 3 (6) ◽  
pp. 375-381 ◽  
Author(s):  
Carmen Feldhaus ◽  
Ute Koglin ◽  
Jens Devermann ◽  
Hanna Logemann ◽  
Alfred Lorenz
Keyword(s):  
Life Satisfaction ◽  
Autism Spectrum Disorders ◽  
Self Efficacy ◽  
Autism Spectrum ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Typical Peers

scholarly journals Validity and reliability of a Lithuanian physical education teachers’ self-efficacy scale toward inclusion of students with autism spectrum disorders

2018 ◽  
Vol 3 (110) ◽  
pp. 38-49
Author(s):  
Dovilė Selickaitė ◽  
Yeshayahu Hutzler ◽  
Martin E. Block ◽  
Diana Rėklaitienė
Keyword(s):  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Self Efficacy ◽  
Physiological State ◽  
Autism Spectrum ◽  
Future Research ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
Students With Autism ◽  
Spectrum Disorders

Background. Teacher’s perceptions of Self-efficacy (SE) have been suggested as an important factor in the successful inclusion of students with special educational needs. The purposes of this study were (a) to investigate the validity and reliability of the instrument of physical education teachers’ self-efficacy toward the inclusion of students with Autism Spectrum Disorders (PESEISD-A), using a Lithuanian physical education (PE) teachers’ sample, and (b) to assess relationships between SE scale and subscales. Methods. The English version of the instrument was translated into Lithuanian using the back-translation technique. The participants were 368 PE teachers working in Lithuanian schools (152 males and 216 females), aged between 24 and 65 years (M = 47.09; SD = 9.06). The content and construct validity of the instrument were supported. Results. The results of the factor analysis indicated a one-factor solution for the scale’s SE. Cronbach’s alpha reliability of SE scale and all other subscales was high (α > .93). Test-retest correlation analysis showed a satisfactory coefficient. In this study, positive and significant relationships between SE scale, mastery experience, vicarious experience, social persuasion, physiological state, behaviour, and perceived challenges subscales were determined (p < .01). Conclusions. The Lithuanian version of the PESEISD-A appears to be a valid and reliable instrument, enabling future research on Lithuanian PE teachers.

Autism Spectrum Disorders: A Research Review for School Counselors

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604
Author(s):  
Richard W. Auger
Keyword(s):  
Autism Spectrum Disorders ◽  
School Counselors ◽  
Autism Spectrum ◽  
Research Literature ◽  
Research Review ◽  
Social Deficits ◽  
Increased Risk ◽  
The Social ◽  
Students With Autism ◽  
Spectrum Disorders

The number of students with autism spectrum disorders (ASD) has risen significantly in recent years (CDC, 2012), and students with ASD present unique challenges to schools and school counselors. This article presents a synthesis of recent research literature related to ASD for the purpose of providing school counselors with assistance in understanding and addressing the needs of students with ASD. Specific areas of focus include the prevalence, developmental course, and defining characteristics of ASD, and research on the effectiveness of interventions for students with ASD. Students with ASD are at increased risk for a range of problems, including social deficits and limitations, anxiety, aggression, peer victimization, and underachievement (Ashburner, Ziviani, & Rodger, 2010). Interventions to address the social deficits of students with ASD have shown promise but also have been found to lack results that are generalizable and that persist over time (Schreiber, 2011). This article provides specific recommendations for school counselors.

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