Literaturnachweis - Detailanzeige
| Autor/inn/en | Dachez, Julie; Ndobo, André |
|---|---|
| Titel | The Effects of Descriptive, Explanatory, and Directive Information Associated with Personalised Interaction on the Attitudes toward an Adult with High-Functioning Autism |
| Quelle | In: Journal of Intellectual & Developmental Disability, 43 (2018) 1, S.49-60 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1469-9532 |
| DOI | 10.3109/13668250.2016.1262535 |
| Schlagwörter | Program Effectiveness; Autism; Engineering Education; College Students; Information Dissemination; Attitude Measures; Video Technology; Interaction; Educational Methods; Pervasive Developmental Disorders; Foreign Countries; Questionnaires; Comparative Analysis; France |
| Abstract | Background: The purpose of the present research was to analyse the impact of an educational message incorporating descriptive, explanatory, and directive information on the attitudes of young adults toward a peer with high-functioning autism (HFA). Method: Engineering students (N = 104) completed the Multidimensional Attitudes Scale at 3 time points--before the educational message, afterward, then 1 month later. The message was delivered through a video with a voice-over or live by an actor playing the role of an adult with HFA in a situation of personalised interaction. Results: Participants in the personalised interaction condition displayed significantly more positive attitudes than participants in control group and voice-over conditions. Conclusions: Even a brief educational message, combined with a situation of personalised interaction, can influence adults' attitudes. Generalisation of such an improvement to the outgroup (i.e., people on the spectrum) shall be discussed. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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