Staff View: Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification

Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification

Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational m...

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Main Authors:	Taresh, Sahar Mohammed, Morett, Laura M, Zaid, Sumaia Mohammed, Roslan, Samsilah, Taresh Taleb, Mohammed, Song, Pu, Ahmad, Nor Aniza, Noman, Sarah
Format:	Article
Published:	SAGE Publications Ltd. 2024
Online Access:	http://psasir.upm.edu.my/id/eprint/105801/ https://journals.sagepub.com/doi/10.1177/13623613231211850
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spelling	my.upm.eprints.1058012024-04-02T09:12:06Z http://psasir.upm.edu.my/id/eprint/105801/ Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification Taresh, Sahar Mohammed Morett, Laura M Zaid, Sumaia Mohammed Roslan, Samsilah Taresh Taleb, Mohammed Song, Pu Ahmad, Nor Aniza Noman, Sarah Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract: Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. SAGE Publications Ltd. 2024 Article PeerReviewed Taresh, Sahar Mohammed and Morett, Laura M and Zaid, Sumaia Mohammed and Roslan, Samsilah and Taresh Taleb, Mohammed and Song, Pu and Ahmad, Nor Aniza and Noman, Sarah (2024) Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification. Autism, 28 (1). pp. 239-253. ISSN 1362-3613; ESSN: 1461-7005 https://journals.sagepub.com/doi/10.1177/13623613231211850 10.1177/13623613231211850
institution	Universiti Putra Malaysia
building	UPM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Putra Malaysia
content_source	UPM Institutional Repository
url_provider	http://psasir.upm.edu.my/
description	Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context. Lay Abstract: Preschool teachers can play a critical role in early detection of autism. Equipping preschool teachers with prerequisite knowledge and skills would allow them to identify children with probable autism and referral to diagnostic services. This study aimed to investigate the impact of an educational module (EMiASD) that prepared preschool teachers to identify autism symptoms. The sample included 144 preschool teachers, of which 120 were stratified and randomly assigned to an intervention arm receiving training in EMiASD (n = 60) or a comparison arm receiving standard training (n = 60) using a parallel mixed-methods design. Responses to open-ended questions about video case studies revealed improvement in the identification of autism symptoms in preschool teachers in the intervention arm, in contrast to preschool teachers in the comparison arm. Moreover, significant changes in knowledge, belief, and self-efficacy about autism favoured EMiASD. Overall, these results demonstrate the influence of EMiASD in the Yemeni cultural context.
format	Article
author	Taresh, Sahar Mohammed Morett, Laura M Zaid, Sumaia Mohammed Roslan, Samsilah Taresh Taleb, Mohammed Song, Pu Ahmad, Nor Aniza Noman, Sarah
spellingShingle	Taresh, Sahar Mohammed Morett, Laura M Zaid, Sumaia Mohammed Roslan, Samsilah Taresh Taleb, Mohammed Song, Pu Ahmad, Nor Aniza Noman, Sarah Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
author_facet	Taresh, Sahar Mohammed Morett, Laura M Zaid, Sumaia Mohammed Roslan, Samsilah Taresh Taleb, Mohammed Song, Pu Ahmad, Nor Aniza Noman, Sarah
author_sort	Taresh, Sahar Mohammed
title	Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
title_short	Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
title_full	Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
title_fullStr	Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
title_full_unstemmed	Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
title_sort	preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification
publisher	SAGE Publications Ltd.
publishDate	2024
url	http://psasir.upm.edu.my/id/eprint/105801/ https://journals.sagepub.com/doi/10.1177/13623613231211850
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score	13.211869

Preschool teachers’ knowledge, beliefs, and self-efficacy concerning autism: a parallel mixed-methods study of an intervention to improve autism identification

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