Teaching Reading Comprehension to Learners With Autism Spectrum Disorder: Predictors of Teacher Self‐efficacy and Outcome Expectancy

Abstract

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.

Professional Development for Working with Students with Autism Spectrum Disorders and Teacher Self-Efficacy

“…Additionally, the findings of our study are supported by Accardo et al (2017) who examined the knowledge of effective pedagogical practices for reading comprehension for students with Autism Spectrum Disorders. Accardo et al (2017) found that teachers who had more training in effective practices for working with students with Autism Spectrum Disorders had higher self-efficacy ratings of themselves as effective teachers in the inclusive classroom.…”

“…Due to a lack of professional development for working with students with Autism Spectrum Disorders, the participants reported they lacked confidence and believed they were ineffective teachers. More recently, Accardo et al (2017) examined knowledge of effective pedagogical practices for reading comprehension for students with Autism Spectrum Disorders and how effective instructional practices affect teacher self-efficacy ratings. The researchers found that teachers who had more training in effective practices for working with students with Autism Spectrum Disorders had higher self-efficacy ratings of themselves as effective teachers in the inclusive classroom.…”

Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices

“…This study is an investigation of teacher preparedness to use the existing research-based effective practices. It is part of a larger study of teacher self-efficacy and outcome expectancy teaching comprehension to learners with ASD (Accardo et al, 2017). Self-efficacy, stemming from social cognitive theory (Bandura, 1986(Bandura, , 1997, asserts a connection between an individual's perception of their own ability and their related decision-making processes.…”

Conservation and Literacy Values in Reading Lectures of Indonesian Language with Problem Based Learning Model

“…Research related to this article was conducted by Koning (2016) [7], Accardo (2017) [8], Ely (2018) [9], Rosyida (2018) [10], Walgermo (2018) [11], Leko (2019) [12], who discussed reading learning implemented in various levels of education and related to literacy. Muhson (2009) [6], Fakhriyah (2014) [13], Nafiah (2014) [14], Ali (2019) [15], Markušić (2019) [16], conducted research that discussed the implementation of problem based learning model in various scientific studies.…”