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Understanding Teacher Characteristics that Predict Ability to Identify Subtle Cases of Autism

Fulton, Kate; (2019) Understanding Teacher Characteristics that Predict Ability to Identify Subtle Cases of Autism. Doctoral thesis (D.Clin.Psy), UCL (University College London). Green open access

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Abstract

AIMS: To examine the characteristics and experiences of primary school teaching staff and how these might influence their sensitivity to recognising subtle cases of autism, including the female phenotype of autism. // METHOD: Participants completed an online survey using clinical vignettes to assess how well they recognised the male and female phenotypes of autism. They were also asked a series of questions about their demographics and experiences. A number of potential predictor variables were tested for associations using correlations and entered into regression models. The predictor variables included, additional training in autism, experience working in specialist autism environments, holding a specialist teaching role, having more pupils with autism in the classroom, knowing someone with autism personally, and having more years of teaching experience. // RESULTS: 289 primary school teaching staff took part in this study. Participants identified as having more training in autism than in other disorders, and many said they had worked with pupils with autism in their classrooms. Associations were detected between teacher characteristics and sensitivity to autism, but were small (r<.3). Multiple linear regressions showed some unique predictors, but these models explained a low amount of the variability in teacher sensitivity to autism. // CONCLUSION: The predictors explored, including additional training in autism, experience working in specialist environments, holding specialist roles and having more professional and personal experience with autism, are not able to explain why some teachers are better able to recognise subtle cases of autism when using clinical vignettes. Further research should identify more specific measures to attempt to explain why some teachers are better able to detect autism.

Type: Thesis (Doctoral)
Qualification: D.Clin.Psy
Title: Understanding Teacher Characteristics that Predict Ability to Identify Subtle Cases of Autism
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2019. Original content in this thesis is licensed under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/10082226
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