Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment

Abstract

This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the authors randomly assigned the sample of 111 teachers to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. The teachers then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment and that the student’s age influenced their perception. Teachers’ qualitative feedback was also obtained. Implications are discussed.

Keywords

autism spectrum disorder teacher perceptions employment rigid/ritualistic behaviors special education teacher

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