Comparing Preservice and Practicing Teachers' Attributions for Behavior Associated With Autism

• In Event: Poster Session 2
  In Poster Session: Division K Section 8 Poster Session 2

Abstract

The purpose of this study was to determine whether pre-service and practicing teachers make different attributions for the difficulties students with autism (ASD) have, and whether attributions were related to their sense of self-efficacy. The study used a cross-sectional survey design with both pre-service and practicing teachers from one Western Canadian city. Results indicated that practicing teachers view the challenges associated with ASD as more internal to the student than pre-service teachers. Furthermore, unstable attributions from pre-service teachers, and controllable (by the student) attributions from practicing teachers predicted teachers’ sense of self-efficacy. The results are discussed in terms of implications for both teachers and students, as well as directions for future research.

Authors

• Jona Rose Frohlich, University of Manitoba

• Lauren Denise Goegan, University of Alberta

• Lindsey Nadon, University of Alberta

• Lia Marie Daniels, University of Alberta