The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders

Description:

This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.

Creator(s): Miller, Trube Cassandra
Creation Date: August 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Publisher Info: Web: www.unt.edu
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2011
Description:

This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards ASD; and (d) roles performed with students identified with ASD. Also investigated was the predictive relationships between professional background, training, knowledge, and attitudes on roles (counseling, consultation, curriculum, and coordination) performed with students identified with ASD. Descriptive statistics were utilized to address professional background, training, knowledge, attitude and characteristics of ESC participants. These variables were also examined in relationship to the four role types. Multivariate analyses of variance (MANOVA) and Pearson’s correlation coefficients were used to test for significant relationships. A series of four multiple regression analyses predicting each of the total roles scores for counseling, consultation, curriculum, and coordination were also conducted. Results of the study suggest (a) ESC have limited training experiences of ASD, leading to self-education about this population of students, (b) ESC possess general knowledge about ASD, (c) overall, ESC have positive attitudes towards ASD, and (d) ESC perform all conceptualized roles in the education of students with ASD. Regression models revealed eight predictors found to influence roles: total knowledge, attitudes, geographic setting, U.S. region, years practiced, conference training, self-education, and ASD caseload. Significantly associated with performing roles across all four domains was the number of students with ASD on ESC caseload.

Degree:
Discipline: Special Education
Level: Doctoral
PublicationType: Doctoral Dissertation
Language(s):
Subject(s):
Keyword(s): School counseling | autism spectrum disorders | school counselors
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • LOCAL-CONT-NO: miller_trube
  • ARK: ark:/67531/metadc84253
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
Holder: Miller, Trube Cassandra
License: Copyright
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.