This dissertation, "The Relationship Between Teacher Self-efficacy, Beliefs and Teaching Practices for Children With Autism Spectrum Disorders in Hong Kong Mainstream Kindergartens" by Ka-wei, Elsa, Ling, 林家慧, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: According to the Developmentally Appropriate Practice (DAP) proposed by the National Association for the Education of Young Children (NAEYC), early childhood education programme should be able to promote social competence of children through play, child-centered and interactive group activity. The prevalence of Autism Spectrum Disorder (ASD) has increased tremendously over the last two decades. Both the Hong Kong Education Bureau and NAEYC advocate a play-based and child-centred teaching approach and believe that applying the approach in pre-primary education programmes can provide more socialization opportunities to young children including children with ASD enrolling in integrated programmes in mainstream kindergartens. To what extent does Hong Kong kindergarten teachers of integrated programmes with children with ASD apply the DAP beliefs in actual practices in inclusive classroom? To what extent does Hong Kong kindergarten teacher's self-efficacy for inclusive practices mediate the relationship between their DAP beliefs and teaching practices in inclusive classroom? How are teacher qualifications and work experiences related to teacher self-efficacy and their DAP teaching practices in kindergarten inclusive classroom? One hundred and forty four Hong Kong kindergarten teachers of inclusive classes with children with ASD participated in the study. Teacher Self-efficacy Scale (TSE), Teacher Belief and Practices Survey (TBS) and the Instructional Activities Scale (IAS), were used to measure teacher self-efficacy, DAP beliefs and teaching practices in inclusive classroom respectively. Items specific to catering for children with ASD were included in each scale. Confirmatory Factor Analysis (CFA) was used to validate the three scales used. Results of path analysis using structural equation modelling showed that teacher self-efficacy had a significant mediating effect on the relationship of teacher DAP beliefs and teaching practices. Efficacious teachers were more likely to adhere to their DAP beliefs and conduct more child-centered activities for both groups of typically developed children and children with ASD. Correlation suggested that teacher self-efficacy is related to both work experiences and DAP teaching practices. Experienced teachers had higher level of teacher self-efficacy and more likely to confront challenges in inclusive classes than less experienced teachers. ANCOVA results showed that the main effect of teacher qualifications on both DAP beliefs and teaching practices were not significant. Yet, teachers who received training in programmes concentrated on pre-primary inclusive and special education were found to have higher teacher self-efficacy than those who had not undergone those training. While the enhancement of teachers' teaching skills and knowledge is an essential element in any teacher training programme, the empowerment of teacher self-efficacy is equally important. Overall, the findings in the present study underscore the importance of teacher self-efficacy in understanding teacher DAP beliefs and teaching practices in inclusive classroom in Hong Kong kindergartens. Subjects: Children with autism spectrum disorders - Education (Early childhood) - China - Hong Kong Kindergarten teachers - China - Hong Kong - Attitudes

Intended to be of interest to clinicians, teachers, researchers, graduate students, and others who work with students with learning and behavioral disabilities, this book focuses on identify and review issues and outcomes associated with behavioral concerns of students with learning and behavioral disabilities.

This paper examined teachers' perceptions regarding the efficacy of social skills training methods. A total of one hundred and three regular and special education teachers were surveyed. The data showed that more special education teachers used specific social skills training methods within the classrooms compared to regular education teachers. Historical and theoretical perspectives of the conceptualization of social skills and social competence were also pursued. Finally, current legal and definitive information on autism spectrum disorders was examined.

The purpose of my research was to investigate the effectiveness of a social thinking curriculum from Think Social! A Social Thinking Curriculum for School-Age Students by Michelle Garcia Winner (2005) with a group of two elementary school students identified with high-functioning autism and autism spectrum disorder. The problem I was facing with my students with ASD, was that their deficits in social adaptability and interpretation of others' thoughts and feelings was directly affecting not only their interactions during social situations but also their ability to function in the general education class with their peers. Teaching rote social skills was not effective in meeting the social needs of my students; therefore I researched alternative social curriculums and found many teachers in my district exploring the effectiveness of a social thinking curriculum. Although social thinking is a relatively new concept in the world of special education with limited evidence of its effectiveness, it is at its core a type of cognitive behavior therapy (CBT). CBT has been heavily researched and found effective. Both components of CBT, cognitive and behavioral, contribute to successful social functioning in students. Behaviorally, students require a model of appropriate interactions, opportunities to practice skills and feedback to improve those skills. Cognitively, students need to learn how to interpret social cues and events. (Mennuti, R.B., Christner, R.W., & Freeman, A., 2006). Because of these components, the CBT model is often used in programs that target teaching social skills, social problem solving, and social thinking (Bauminger, 2002; Sze & Wood, 2007). The goal of Social Thinking is to teach students with ASD to develop a deeper understanding of social relations and social communication while also learning to interpret and execute related social skills. Students with ASD have not acquired these skills intuitively like their typical peers; therefore these students need to be taught how the social world works and why specific social skills are important in different situations. The results of this study may assist special education teachers while making decision about appropriate curriculum to address the social needs of their students with ASD.

Over the last two decades, the implementation of inclusive schooling has increased significantly in European countries and worldwide. According to empirical evidence, one of the most important success factors in implementing inclusive schooling are the attitudes of the actors involved. Previous studies have shown that positive attitudes towards inclusive schooling are not only a condition for success regarding the implementation, but also an important outcome variable of inclusive education. The present study provides empirical insights into the attitudes towards students with learning disabilities and behavioral disorders. A study called ATIS-STEP (Attitudes Towards Inclusive Schooling - Students', TEachers' and Parents' Attitudes) was conducted in the school year 2016/17 in 48 inclusive classrooms in Austria. It is the first study to provide longitudinal data that examines the attitudes of the three different stakeholder groups: students, teachers and parents. Furthermore, the interdependency of the attitudes of the three groups, as well as the influence of previous contact experience on the attitudes are analyzed and discussed. Dr. Susanne Schwab: Professorin für Methodik und Didaktik in den Förderschwerpunkten Lernen sowie emotionale und soziale Entwicklung, School of Education am Institut für Bildungsforschung an der Bergischen Universität Wuppertal, Deutschland, und Extraordinary Professor in der Research Focus Area Optentia an der North-West University, Vanderbijlpark, South Africa. Vorsitzende der Sektion Empirische pädagogische Forschung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Arbeitsschwerpunkte: Inklusionspädagogik, Lehrerprofessionalisierung, Soziale Partizipation.