Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)     

Irene Gómez-Marí  Gemma Pastor-Cerezuela  Irene Lacruz-Pérez  Raúl Tárraga-Mínguez 《Journal of Research in Special Educational Needs》2023,23(2):126-135

Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate pre-service teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' self-efficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of ‘ASD’ (n = 96) and another for ‘Asperger's’ (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.  相似文献   

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies     

Lauren A. Delisio  Diane Casale-Giannola  Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.  相似文献   

Teachers of learners with ASD in mainstream schools and classrooms in Spain: attitudes towards inclusive education     

Yolanda Muñoz Martínez  Cecilia Simón Rueda  Mª José de Dios Pérez 《British Journal of Special Education》2023,50(1):104-126

This study analyses the attitudes of teachers in Spain towards the inclusion of learners with autism spectrum disorder in mainstream education settings and their relationship with the perceived benefits of inclusion. The ex post facto prospective design included 180 teachers from 14 schools. Data were collected using a questionnaire on teachers' attitudes towards inclusive education and a second questionnaire on the benefits of inclusion developed for the specific purposes of this study. The results show teachers' positive attitudes towards inclusion as well as the benefits perceived. This study demonstrates the fundamental role of teachers' previous experience. Implications for inclusive cultures and practices in schools are discussed.  相似文献   

Supporting practitioners in school-based evaluations of autism spectrum disorders     

Sarah W. Harry  Kayla E. Bates-Brantley  Breya L. Whitefield  Brittany A. Dale 《Psychology in the schools》2023,60(2):419-430

Students with autism spectrum disorder (ASD) have vastly different educational needs. Although some students with ASD may perform well across subjects within the general education classroom, other students with ASD may need more individualized support outside of the classroom. Historically, ASD assessments in schools have primarily focused on the measurement of cornerstone behaviors of ASD such as deficits in social communication and restricted or repetitive behaviors while underestimating the focus of academic skills even though both factors are required in the evaluation process and for an eligibility classification. The purpose of this article is to provide an overview of academic assessment practices in the schools by highlighting best practices in ASD evaluation, outlining ASD academic profiles and how to identify academic skill deficits, and reviewing the available literature that comes from different formal- and function-based assessment practices that are commonly used in schools today. The authors also discuss how formal- and function-based assessments both serve a purpose and are recommended to be used in conjunction with one another to best demonstrate a student's academic profile. Practitioners are ultimately encouraged to use a multi-informant, multi-modal approach when it comes to psychoeducational evaluations for individuals with ASD as it is evident that an individualized approach is essential due to the discrepancy of academic profiles related to this disability category as well as understanding that no measure is a perfect representation of any one skill.  相似文献   

中国县域地面坡谱分级及其与人口分布的关系     

彭秋志  朱丹 《资源科学》2022,44(9):1799-1808

针对平均坡度指标难以稳健描述地面坡谱特征的问题,提出一种基于频率累加分位归并的坡谱分级方法。作为验证,运用数字高程模型数据将全国县域分为5个坡级,借助2000年和2020年人口普查数据分析了坡级与人口分布的关系。结果发现：①所提出的分级方法包含频率累加曲线的构建、基于分位数的参考曲线生成、基于相似度的类型归并3个关键步骤,由此得到的全国县域坡级划分方案具备稳健坡度梯度性、宏观空间连片性以及清晰地学含义。②全国县域人口数量总体保持随坡级升高而波动式缩小的特征,且二者间呈现明显的线性负相关关系,线性拟合R²从2000年的0.761上升到了2020年的0.845,20年间人口总数变化量与坡级的线性拟合R²达0.963;人口密度的极端值对其自身的坡级分布有较大影响,当剔除人口密度小于20人/km²和大于2000人/km²的区域后,两个分析年份全国县域人口密度均稳健保持着随坡级升高而线性减小（R² > 0.985）。本文为稳健表达如坡度等环境梯度提供了一种新的可行分级方法,并深化了对中国县域人口分布与坡度关系的认识。  相似文献   

柳氮磺吡啶片近红外一致性检验方法研究     

杨鲲 《科教文汇》2014,(27):108-109

本文通过收集共32个批次的柳氮磺吡啶片样品,经实验室检验后,扫描其近红外光谱,结合实验室的检测结果,运用OPUS 5.0软件,建立柳氮磺吡啶片的一致性检验模型,并用新的样品来验证模型的准确性。本方法简便快捷,可以在不破坏包装的情况下准确鉴别柳氮磺吡啶片的真伪。  相似文献   

Chinese archaeological artefacts: Microstructure and corrosion behaviour of high-leaded bronzes     

《Journal of Cultural Heritage》2014,15(3):283-291

Metallographic features of ancient bronze artefacts often hide peculiar micro-chemical processes and corrosion behaviours, which are worth to be studied as they can provide conservators and archaeologists with valuable tools and information. It is widely documented that Chinese bronzes were cast and the way to adjust their properties was to change the alloy composition. In particular, addition of lead, which is insoluble in the bronze matrix, results in the formation of inclusions or globules, which undergo oxidation processes leading to their conversion into corrosion products. The mechanisms through which this occurs were still poorly investigated. The present work was conducted to further study the corrosion behaviour of high-leaded bronze, especially focusing on the behaviour of lead globules. To this aim, a collection of Chinese archaeological bronzes, showing intermediate steps of degradation, were selected and investigated. The use of combined microscopy-based, molecular and elemental, analytical techniques allowed the characterization as well as the precise location of corrosion products, thus enabling us to propose a degradation pathway basing on thermodynamic data provided by Pourbaix diagram. The achieved results will be useful for researchers involved in these kinds of studies to better interpret data obtained.  相似文献   

Concatenated Trellis Coding and CPM for DS/SSMA Communications in Rayleigh Fading Channel     

仰枫帆  梁树雄  毕光国 《东南大学学报》1999,(1)

本文在衰落信道下将级联网格编码调制（ＴＣＭ）和连续相位调制（ＣＰＭ）应用于直接序列扩频多址（ＤＳ／ＳＳＭＡ）系统中．作者分别采用了理论分析和数值模拟两种方法研究了级联ＴＣＭ／ＣＰＭＤＳ／ＳＳＭＡ系统的性能，结果表明在相同的条件下采用级联ＴＣＭ／ＣＰＭ编码调制方式的ＤＳ／ＳＳＭＡ系统的错误概率远小于采用单一ＴＣＭ或ＣＰＭ的ＤＳ／ＳＳＭＡ系统的错误概率．  相似文献   

Design and development of VR learning environments for children with ASD     

Yiyu Cai  Ruby Chiew  Zin Tun Nay  Chandrasekaran Indhumathi  Lihui Huang 《Interactive Learning Environments》2017,25(8):1098-1109

Basic social interaction and executing certain tasks can be difficult for children with autism spectrum disorder (ASD). The symptoms of such behaviour include inappropriate gestures, body language and facial expressions, lack of interest in certain tasks, cognitive disability in coordination of limbs, and a difficulty in comprehending tasks’ requirements. This paper will discuss our efforts to develop virtual learning environments for children with ASD to improve their gestures and their interests in comprehending tasks’ requirements. Virtual environments are ideal for imparting skills necessary for independence before encouraging children with ASD to try these out in the real world and gain real-life experience. A high-end solution and a simplified solution will be presented together with a discussion on their comparison study.  相似文献   

宁夏太阳辐射资源时空变化规律研究   总被引：3，自引：0，他引：3  

彭乃志 《资源科学》1994,16(3):47-54

本文用功率谱方法和最小二乘法研究了宁夏太阳辐射资源的时空变化规律。研究结果表明，太阳辐射资源在空间变化上呈现出明显的地域分异规律，日照时数、日照百分率及太阳辐射总量在地区分布上呈现出明显的南少北多、南小北大的地域分异规律；太阳辐射资源呈现出明显时间变化规&功率谱、最小二乘法、太阳辐射资源、宁夏  相似文献