Literaturnachweis - Detailanzeige
| Autor/in | Garay, Megan Anne |
|---|---|
| Titel | Neurodiverse Trauma-Informed Care: Supporting Students Identified with Autism Spectrum Disorder and Traumatic Stress |
| Quelle | (2023), (72 Seiten)
PDF als Volltext Psy.D. Dissertation, University of Colorado at Denver |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-2450-3 |
| Schlagwörter | Hochschulschrift; Dissertation; Trauma Informed Approach; Caring; Identification; Autism Spectrum Disorders; Stress Variables; Teacher Education; Knowledge Level; Special Education; Symptoms (Individual Disorders); Elementary Secondary Education |
| Abstract | The objective of this study is to examine a diverse group of educators and their background knowledge on the overlap of autism spectrum disorder (ASD) and traumatic stress as well as their access to developmentally appropriate trainings and interventions for modified traumainformed care. The current research asks (1) do general education teachers feel like they are provided with sufficient educational background and training to differentiate ASD from traumatic stress in order to best serve the academic and mental health needs of their neurodiverse students? and (2) are the trauma-informed practices implemented within a school building modified to the mental health and developmental needs of students identified with ASD? Descriptives and frequency calculations examined the following information from participants: school district in which they work, highest level of education, role within school building, grades within the school building, type of school, and classroom placement. Chi-square tests, T-Tests, and ANOVA tests examined the association between educators' role and (1) education background and training and (2) implementation of practices. Findings indicate that there is an association between access to special education courses as part of teachers' education degree. Furthermore, results demonstrate a strong association between educators' role and their ability to distinguish ASD symptomology from traumatic stress symptoms. Results emphasize the need for greater opportunities for educators to participate in trauma-informed care trainings for neurodiverse students in order to grow in self-efficacy for implementation of developmentally appropriate interventions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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