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Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder

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Date Issued:
2019
Abstract/Description:
Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
Title: Utilizing Asynchronous Online Modules to Educate Preservice Teachers to Address Bullying Behaviors for Elementary Students with Autism Spectrum Disorder.
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Name(s): Best, Jaime, Author
Vasquez, Trey, Committee Chair
Marino, Matthew, Committee Member
Dieker, Lisa, Committee Member
Rose, Chad, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Due to social and communication deficits, individuals with Autism Spectrum Disorder (ASD) are targeted for school bullying more than other populations. With an increased number of individuals with ASD being served in general education classrooms, teachers are at the front line of defense for this vulnerable population. Many teachers and preservice teachers lack experience and self-confidence when dealing with situations related to individuals with ASD in their inclusive classrooms. While research on educating preservice teachers to deal with bullying behaviors is limited, the importance of providing high-quality teacher preparation programs for upcoming teachers remains at the upmost importance. The purpose of this study was to examine the effects of three online modules on preservice teachers' ability to identify and respond appropriately to situations of bullying involving individuals with ASD in their classroom. This study utilized an experimental group design to determine the impact of the modules for participants in the treatment group compared to participants in the control group who received a prerecorded lecture on the topic of bullying in schools. The researcher found this intervention to have a positive change between the pre-test and the post-test for participants receiving the modules; however, the results were not statistically significant.
Identifier: CFE0007786 (IID), ucf:52365 (fedora)
Note(s): 2019-12-01
Ph.D.
Community Innovation and Education, School of Teacher Education
Doctoral
This record was generated from author submitted information.
Subject(s): bullying -- autism spectrum disorder -- preservice teachers -- asynchronous modules
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007786
Restrictions on Access: public 2019-12-15
Host Institution: UCF

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