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Lisa J. Friedrich, Ph.D. Dissertation PDF Download
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Faculty Perceptions of Students with Autism Spectrum Disorder Behaviors in the Higher Education Classroom
Lisa Jeanne Friedrich, 2014
Dissertation for the Degree of Doctor of Philosophy in Education: Educational Leadership, Oakland University
Abstract: Rising numbers of students with Autism Spectrum Disorder (ASD) are graduating from high school with the intellectual capacity and personal desire to enter higher education. A mixed methods electronic survey was designed and distributed to discover how faculty now think about typical ASD behaviors in their classrooms and to examine the relationship between the stages of their perception process through an attention-attitude-reaction-action-model. Participants (N = 165) represented an 18% response rate of total faculty with diverse demographics in age, gender, field of teaching, and years of teaching from a mid-western public research university. Descriptive statistics showed the mean scores of eleven typical ASD behaviors as consistently attracting attention, meth with somewhat negative attitudes/curious reactions, and tolerated/accommodated in action. Through a four component pathway linear regression analysis, several significant (<.005) correlations confirmed the theoretical perception model. The implications of this study impress the need for more specific resources and development to assist faculty.
Lisa Jeanne Friedrich, 2014
Dissertation for the Degree of Doctor of Philosophy in Education: Educational Leadership, Oakland University
Abstract: Rising numbers of students with Autism Spectrum Disorder (ASD) are graduating from high school with the intellectual capacity and personal desire to enter higher education. A mixed methods electronic survey was designed and distributed to discover how faculty now think about typical ASD behaviors in their classrooms and to examine the relationship between the stages of their perception process through an attention-attitude-reaction-action-model. Participants (N = 165) represented an 18% response rate of total faculty with diverse demographics in age, gender, field of teaching, and years of teaching from a mid-western public research university. Descriptive statistics showed the mean scores of eleven typical ASD behaviors as consistently attracting attention, meth with somewhat negative attitudes/curious reactions, and tolerated/accommodated in action. Through a four component pathway linear regression analysis, several significant (<.005) correlations confirmed the theoretical perception model. The implications of this study impress the need for more specific resources and development to assist faculty.