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The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes

Freitag, S; Dunsmuir, S; (2015) The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes. International Journal of Disability, Development and Education , 62 (4) pp. 405-421. 10.1080/1034912X.2015.1046818.

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Abstract

This study used the Theory of Planned Behaviour to explore the attitudes, behavioural intentions and behaviour of 318 mainstream primary school children in an urban East London borough towards peers with Autism Spectrum Disorders (ASD). Pupils were presented with a vignette about a hypothetical peer with ASD then completed self-report questionnaires and peer socio-metric measures. The results showed that children’s attitudes, the social pressure they felt from others and the amount of control they felt they had over their own behaviour, significantly predicted their behavioural intentions to befriend a peer with ASD. The strongest association was between perceived behavioural control and behavioural intentions. A significant association was also found between children’s behavioural intentions and actual behaviour towards an included peer. Support was therefore found for the use of the Theory of Planned Behaviour as a valuable tool by which to explore the social inclusion of children with ASD.

Type: Article
Title: The Inclusion of Children with ASD: Using the Theory of Planned Behaviour as a Theoretical Framework to Explore Peer Attitudes
DOI: 10.1080/1034912X.2015.1046818
Additional information: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 02 Jul 2015, available online: http://www.tandfonline.com/10.1080/1034912X.2015.1046818.
Keywords: Attitudes, Autism Spectrum Disorder, behavioural intentions, inclusion, inclusive education, peer relationships, special educational needs, Theory of Planned Behaviour
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
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1513955
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