Practice With Persons With Autism Spectrum Disorders: Predictors of Self-Efficacy Among Social Work Students

Abstract

Diagnoses of autism spectrum disorders (ASDs) have been on the rise, and the need for knowledgeable and competent professionals is dire. However, few social workers enter the field of ASDs. Rooted in social cognitive theory, this study examined the extent to which knowledge, interest, contact, and training predicted master's in social work students' self-efficacy in working with individuals with ASDs. Approximately 18% of the variance was explained (R(2) = .18, p < .001), with knowledge and contact predicting a significant proportion of the variance. Implications for social work practice and education are discussed.

Do labels matter? Analysis of teachers' self‐efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

“…More and more, Asperger's seems to be an old‐fashioned term in educational settings. Teachers training programs in Spain follow the new classifications of DSM (APA, 2013) and the International Statistical Classification of Diseases (World Health Organization, 2019) and tend to include overall information related to ASD, and not to Asperger's, as prior studies suggested (Dinecola and Lemieux, 2015; Gardiner and Iarocci, 2014; Gillespie‐Lynch, Brooks, Someki, et al., 2015; Katz, Nayar, Garagozzo, et al., 2020; Love, Toland, Usher, et al., 2019; Segall and Campbell, 2012; Stronach, Wiegand, and Mentz, 2019). Although our sample have not received specific training at university yet, they keep in touch with educational community, who nowadays are more used to ASD (Gillespie‐Lynch, Brooks, Someki, et al., 2015).…”

“…These authors also conclude that children's cognitive ability had an impact on participants' placement decision, but not diagnostic label. Having had contact with people on the spectrum also seems to promote better treatment for people with ASD (Dinecola and Lemieux, 2015). Some studies found higher levels of self‐efficacy and increased confidence when there existed previous contact or exposure to disability (Symons, Morley, McGuigan, et al., 2014; Velonaki, Kampouroglou, Velonaki, et al., 2015).…”

“…Overall, label ambiguity may result in higher discomfort than specific diagnoses, particularly in educational settings. In this line, some studies (Dinecola and Lemieux, 2015; Katz, Nayar, Garagozzo, et al., 2020; Love, Toland, Usher, et al., 2019) highlighted the need for education programs targeting the changes in ASD nosology. Education programs focused on ASD have been proven effective (Gardiner and Iarocci, 2014; Gillespie‐Lynch, Brooks, Someki, et al., 2015; Love, Toland, Usher, et al., 2019) and could be more accurately modified to address changes in the new categorization of the disorder.…”

Oti̇sti̇k Çocuklarin Topluma Entegrasyonunda Eği̇ti̇mi̇n Ve Sosyal Çalişmalarin Rolüne Yöneli̇k Ni̇tel Bi̇r Araştirma

“…This disorder limits the individual's communication and relationship with people (Mercer, 2017). Children with this disorder may avoid eye contact while communicating with the other party (Dinecola and Lemieux, 2015). They may exhibit repetitive behaviors by restricting their interests (Howlin et al, 2015).…”

Community Inclusion for People with Intellectual and Developmental Disabilities

“… Integrate disability studies into generalized & specialized course curricula to offer new opportunities for social work pedagogy to conceptualize disability in the context of a human rights framework (vs medical/rehabilitative models) & to better prepare social work students to competently support people with IDD(Goodley, 2010;Fuld, 2020).  Offer increased opportunities for students to become involved in the disability sector through internships and/or field placements(Dinecola & Lemieux, 2015).…”