Knowledge About Autism Paper - Kent State...

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RUNNING HEAD: Autism

Knowledge about Autism Questionnaire

Sarah Jackson

Kent State University

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Abstract

This study was conducted to verify the assessment tool Knowledge about Autism

Questionnaire. This instrument is intended to be used with educators and related services

providers to examine the extent the individuals base their educational practice on commonly held

beliefs and misconceptions or evidence based strategies. The study included participants in the

area of speech pathology, special education, general education, and school psychology. The

study found that this Knowledge about Autism Questionnaire was a reliable instrument, but due

to the limitations of the study further research is needed to accept the reliability of this tool.

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Knowledge about Autism Questionnaire

Autism, also referred to as Autistic Disorder, falls under the pervasive developmental

disabilities label. In 1911, Eugen Bleuler pioneered the term autism through his work with

individuals with schizophrenia who exhibited some of the characteristics that are now associated

with autism (Mash & Barkley, 1996). Impairments in the social and communication areas of

development with the presence of repetitive behavior are the key features of this diagnosis

(American Psychiatric Association, 2000; Mash and Barkely, 1996). The extent to which an

individual with autism is delayed in theses areas varies greatly (Mash and Barkley, 1996). No

matter what the extent the areas of communication and social development are affected, these

characteristics of autism must be present before the age of three for a child to be able receive this

diagnosis (American Psychiatric Association, 2000). With the recent increase in the diagnosis of

autism (Center for Disease Control, 2005), many more children with this diagnosis are being

educated in public schools.

It is uncertain what the reasons are for the recent increase in the identification of children

with autism. Some believe that the increase is due to better assessment tools, while others claim

lack of specific and consistent diagnostic tools (Center for Disease Control, 2005; Sigel, Pilner,

Eschler, & Elliot, 1988). There are others who contribute the increase to early identification of

children being diagnosed with autism and the recent initiative by mass media to raise public

awareness about the issue have contributed to the increase in diagnosis (Center for Disease

Control, 2005; Siegel, 2003). However, what is known is the fact that more children with autism

are being educated in public schools. These students are being educated in a variety of

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educational settings, ranging from full inclusion to self-contained units. For this reason, there is a

great need for educators, focusing on work in the area of special education as well as general

education, to create educational programming based on scientifically proven methods, rather

then commonly held beliefs and misconceptions. This can only be done when educators hold

extensive knowledge about children with autism to make informed decisions about all aspects of

the educational system that will affect these students.

Surrounding the word autism is many common misconceptions about diagnosis,

symptoms, and treatment options that have been found to be effective in addressing the

characteristics of autism. Many times there are discrepancies between what public opinion

advocates and what research has found to be true in these element associated with autism

(National Research Council, 2001). With this contradicting information available, the

programming decisions that educators and related service providers make can greatly affect the

educational opportunities available for these students. Lack of accurate information about autism

may lead to ineffective practice. Educators and related service providers may not know that there

is more then one approach that has been found effective in educating children with autism and

may not take the effort to find this information. If information about evidence based strategies

was made available to these individuals, effective programming would be made more available

for children with autism.

Many educator preparation programs fail to emphasize research based practices used in

educating children with autism and instead spend more time discussing and promoting the study

of theory based practice (Lerman, 2004; Polsgrove, 2003). In many general education teacher

preparation programs, autism is not discussed throughout the entire course of study. This is an

area of concern with the increasing number of children being educated in inclusive settings

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(National Research Council, 2001). With lack of instruction in evidence based strategies, many

educators use instructional methods and strategies in their classroom that do not have any

support to their effectiveness (Lerman, 2004). Educator’s lack of knowledge about these

evidence based strategies as well as their belief in many commonly held misconceptions about

diagnosis, symptoms, and treatment used with children with autism can greatly interfere with the

development of instructional programming and educational opportunities provided to students

with autism.

This study was conducted to evaluate the reliability of the Knowledge about Autism

Questionnaire. This tool can be used to assess the knowledge base about autism that educators

and related services have in this topic area. There is a need to have an understanding of how the

individuals working with children with autism view diagnosis, symptoms and treatment for these

students. This information could lead to a better understanding of why educators and related

service providers make certain programming decisions as well as provide information about how

college degree programs are preparing individuals in the field of education to work with children

with autism. Through this study, it is believed that the Knowledge about Autism Questionnaire

will be found to be a reliable tool in examining the beliefs about autism that educators and

service providers possess.

Methods

Participants

Fifty-nine educators and related service providers participated in this study. Of the total

participants, 4 were male and 55 were female. Three of the questionnaires completed by the

participants had to be removed from the study due to incomplete questionnaires. Overall, 94.9%

of the participants completed the questionnaire. Sixteen percent of the participants were currently

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teaching, 5 participants were in general education classrooms and 4 were special education

teachers. A total of 28.6% of the participants were currently teaching and enrolled in advanced

degree programs at Kent State University; of these participants currently teaching and in

advanced degree programs, 12 of the participants were working in a special education setting and

4 were working in general education settings. A total of 30.4% of the total participants were

currently only enrolled in advanced degree programs; 15 of these participants were enrolled in

programs with a focus on special education and 2 of these participants were enrolled in programs

focusing on preparing individuals to teach in general educational settings. Twenty-three percent

of the total participants were related service providers or enrolled in advance degree programs

related to the areas of speech pathology or school psychology; 2 participants were currently

practicing speech pathologist and enrolled in advanced degree programs, 4 participants were

only working as speech pathologists, and 7 participants were enrolled in an advanced degree

program focusing on preparing individuals to work as school psychologists. These individuals

working in a school setting were located in school districts from the areas of Cleveland, Akron,

and Canton and are working with students in grades preschool through eighth grade. All of the

individuals who participated in the study had previous exposure to information about autism

before taking the questionnaire (See Table 1). Seventy-five percent of the participants have

instructed a child with autism in a school setting and 53.6% of the participants knew someone

outside of the school setting with autism.

The Knowledge about Autism Questionnaire was developed using support from a variety

of sources (Table 2). This questionnaire was developed to assess to what extent educators and

related service providers believe the misconceptions associated with diagnosis, symptoms, and

treatment options available for children with autism. This tool is intended to be used with general

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education teachers, special education teachers, school psychologists, and speech pathologists.

This instrument can also be used to assess what extent that individuals in advanced degree

programs in these areas also adhere to these myths and misconceptions about autism.

A true-false-don’t know format was chosen to gain a true assessment of what educators

and related service providers believe and the knowledge that they possess on the topic of autism.

A don’t know answer was included as an answer choice to reduce the chance that a participant

would guess on questions. The thirty-one questions selected for this questionnaire are those that

the author believed to be relevant to what educators working with children with autism should

know, as well as many commonly held misconceptions about autism that lead to ineffective

educational practices.

The demographic questionnaire used in this study was adopted from a questionnaire in a

study focusing on assessing information about children with attention deficit hyperactivity

disorder (Small, 2003). Questions presented on the demographic questionnaire examined the

participants current or previous teaching experience or related work in a school setting, the

current degree obtained, gender, exposure to information related to autism, as well as their

current college program information if applicable.

Procedure

Seventy-five questionnaires were administered to educators and related service providers

in the areas of special education, general education, school psychology, and speech pathology,

both currently teaching or working in a school setting throughout Ohio and enrolled in advance

degree programs at Kent State University. Seventy-eight point six percent of the surveys were

returned either to the individual who administered the survey or a predetermined location

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specified on the survey. Three of the surveys returned were unable to be included in the study

due to incompletion; over all 74.6% of the administered surveys were used in the study.

Results

Reliability

The Knowledge about Autism Questionnaire received a Cronbach alpha rating of .80.

This rating shows that this tool is reliable in assessing the knowledge and misconceptions that

educators and related service providers in regard to autism.

Educators and Related Service Providers Knowledge about Autism

As represented in appendixes one to seven, the answers selected by each of the groups of

participants revealed that no one subgroup of questionnaire items was found to be answered

more incorrectly or correctly. The questionnaire items represented in the tables are commonly

answered questions within each subgroup. To be considered a commonly answered question, a

similar response from 80% of the participants within a subgroup was needed. In Table 3 and 4, a

total of eight questionnaire items were found to be more commonly answered the same among

the groups of participants. Three of the five questionnaire items identified to be answered

correctly represent items from the symptoms subgroup. The remaining two questionnaire items

were associated with the diagnosis and treatment subgroups. Eighty-seven point five percent of

the participants answered correctly to the questionnaire item indicating that autism affects the

social and communication areas of development. Questionnaire items that were commonly

answered incorrectly were found to be associated with the treatment subgroup. It was found that

87.5% of the participants answered incorrectly the question labeling autism as a neurological

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disorder. Among all of the groups of participants, no questionnaire items were found to be

answered commonly with a “Don’t Know” response.

Discussion

As identified through this study, there is a need to further educate individuals who work

with children with autism about the misconceptions and provide accurate information so that

appropriate educational decisions can be made. The study revealed that there is not a consistent

knowledge base among educators and other service providers in the areas of diagnosis,

symptoms, and treatment options for individuals with autism. This result of the study implies that

there is a need to further efforts in exposing correct information about children with autism. This

will allow the individuals who work with these students to make decisions based on evidence

based information so that appropriate educational opportunities are made available to students

with autism.

Implications for Future Research

Due to the small sample of participants used in this study, the Knowledge about Autism

Questionnaire tool cannot be considered a reliable tool even though it was statically proven

reliable though this study. A larger and more representative sample is needed to verify the

reliability of this questionnaire. The author of this tool has developed it to be used with both

individuals working and enrolled in advance degree programs. This questionnaire will provide

information about how well students enrolled in college programs are provided information

about educating and working with children with autism. For individuals working in educational

settings with students diagnosed with autism, this questionnaire can be used in studies to further

examine the knowledge base of this individuals in the areas of diagnosis, symptoms, and

treatment options for individuals with autism and examine how this information is used to make

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programming decisions. This area of research has not been studied extensively in the past and

this research is needed to monitor if effective educational opportunities are available for children

with autism based on the knowledge of the individuals who work with them.

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Table 1: Percentage of Where Participants Have Received Information about Children with Autism Information Source About Autism Percentage of Participants

Attended an In-Service/Presentation 62.5%

Read a Book 71.4%

Read an Article 100%

Read a Handout 91.1%

Watched a Television Program 82.1%

Watched a Movie 60.7%

Obtained Information on the Internet 83.9%

College Courses 55.4%

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Table 2: Support for Question Development for Knowledge about Autism Questionnaire

Questionnaire Item Subgroup Supporting Evidence

1. Autism is a neurological disorder that affects the functioning of the brain.

Diagnosis American Psychiatric Association, 2000; Mash & Barkley, 1996

2. Individuals with autism can only successfully learn in structured environments.

Treatment Howard, Sparkman, Cohen, Green, & Stanislaw, 2005

3. No eye contact must be present for an individual to be diagnosed with autism.

Diagnosis American Psychiatric Association, 2000

4. Males diagnosed with autism are more likely to have a more severe form of mental retardation than females with the diagnosis.

Symptom American Psychiatric Association, 2000; Konstantareas, 1989

5. A diagnosis of autism can be given to a child who has typical development past the age of three.


6. Psychotropic drugs are used in treating the characteristics of autism.

Treatment Aman et al., 1995; McCracken et al., 2002

7. Many individuals outgrow autism and function normally in adulthood.

Diagnosis Howlin & Goode, 1998; Howlin, Goode, Hutton, & Rutter, 2004

8. Parental behavior is believed to be an element that causes autism.

Diagnosis Koegl, Schreibman, O’Neil, & Burke, 1983; Schopler & Reichler, 1971

9. Autism effects the communication and social areas of development.

Symptom American Psychiatric Association, 2000

10. Children with autism usually have some type of mental impairment

Symptom Bryson, Clark, & Smith, 1988

11. Facilitated communication has been proven to be an effective intervention in the area of communication.

Treatment Heflin & Simpson, 1994; Mostert, 2001; Mulick, Jacobson, & Kobe, 1993; Myles & Simpson, 1994

12. 50% of all individuals with autism do not develop the ability to communicate verbally.

Symptom Rutter, 1978

13. Evidence has been found that the Measles, Mumps, Rubella,

Treatment American Psychiatric Association, 2000; Madsen et al., 2002; Mash & Barkley, 1996;

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(MMR) shot is not a direct cause of autism.

Smeeth et al., 2004; Taylor, Miller, & Farrington, 1999; Wilson et al., 2003

14. Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.


15. Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism

Treatment Heflin & Simpson, 1994

16. Many individuals with autism have low tolerance for food allergies.

Symptom Ahear et al., 200; Schreek, Williams, Smith, 2004

17. Autism can be diagnosed before the age of two.

Diagnosis American Psychiatric Association, 2000; Stahmer & Ingersoll, 2004

18. Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism.

Treatment Panerai, Ferrante, & Zingale, 2002

19. Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.

Treatment No evidence to support this statement is true

20. Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.

Symptoms Bernard-Opitz, Ing, & Kong, 2004; Stahmer & Ingersoll, 2004

21. A MRI can now be used in diagnosis of autism.

Diagnosis American Psychiatric Association, 2000; Mash & Barkely, 1996; Smeeth, Cook, Fombonne, Heavey, Rodrigues, Smith, & Hall, 2004

22. Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.

Treatment Bernard-Opitz, Ing, & Kong, 2004; Fisher, Adelinis, Volkert, Keeney, Neidert, & Hovanetz; Summers, Houlding, Reitzel, 2004

23. Individuals with autism may engage in self injuries behavior

Symptoms Donnellan, Mirenday, Mesaros, & Fassbender, 1984

24. Children with autism require less sleep then their same age peers.

Symptoms Mash & Barkely,1996; Richdale, 1999; Williams, Sears, & Allard, 2004

25. Autism is primarily seen in middle class American families.

Diagnosis American Psychiatric Association, 2000; Center for Disease Control, 2005; Mash & Barkley, 1996

26. Sensory Integration has been proven to be an effective method of treating the characteristics of

Treatment Heflin & Simpson, 1998

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autism 27. Children with autism are unable to create a bond with their caregivers.

Symptoms Rogers, Ozonoff, & Maslin-Cole, 1993; Sigman & Mundy, 1989

28. Many of the behaviors that individuals with autism exhibit are usually serving as a form of communication.

Symptoms Horner, et al, 2002; Siegel, 2003

29. It is common for abnormalities to appear in EEG readings of the brain in an individual with autism

Symptoms American Psychiatric Association, 2000; Hrdlicka, 2003

30. Many children with autism are first thought to have hearing impairments.

Diagnosis Beals, 2004; Mash & Barkely, 1996

31. Children with autism will only be eligible for a 504 plan that will outline services in the school.

Treatment Siegel, 2003

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Table 3: Commonly Correct Answered Questionnaire Items through all Groups of Participants Item Content Focus of Question Subgroup %

9 Autism effects the communication and social areas of development.

Symptoms 87.5%

14 Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.

Diagnosis 50%

20 Children with autism are able to develop play skills that go beyond the use of repetitive behavior in interacting with toys.

Symptoms 62.5

22 Interventions that focus on punishment are the only way to manage inappropriate behavior of individuals with autism.

Treatment 50%

23 Individuals with autism may engage in self injuries behavior

Symptoms 62.5%

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Table 4: Commonly Correct Answered Questionnaire Items Through all Groups of Participants Item Content Focus of Question Subgroup %

1 Autism is a neurological disorder that affects the functioning of the brain.

Diagnosis 87.7%


Treatment 75%

26 Sensory Integration has been proven to be an effective method of treating the characteristics of autism

Treatment 75%

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Appendix 1: Common Answers from Participants Currently Teaching in a General Education Setting (See Note 1) Item Correct Content Focus of Question Subgroup

8 Parental behavior has not been found to be a cause autism

Diagnosis

9 Autism effects communication and social areas of development

Symptoms

14 Aggressive behavior does not have to be exhibited for a diagnosis of autism

Diagnosis

20 Children with autism can develop play skills beyond repetitive behaviors.

Symptoms

Item Incorrect Content Focus of Questions Subgroup

1 Autism is a neurological disorder that affects the functioning of the brain

Diagnosis

11 Facilitated communication has been proven to be an effective intervention in the area of communication.

Treatment


Treatment

Item Don’t Know Content Focus of Questions Subgroup

5 A diagnosis of autism can be given to a child who has typical development past the age of three.

Diagnosis

6 Psychotropic drugs are used in treating the characteristics of autism.

Treatment

16 Many individuals with autism have low tolerance for food allergies.

Symptoms

21 A MRI can now be used in diagnosis of autism. Diagnosis

Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group

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Appendix 2: Common Answers from Participants Enrolled in Advance Degree Programs Focusing on the Areas of General Education (See Note 1) Item Correct Content Focus of Question Subgroup


Symptoms

25 Autism is primarily seen in middle class American families

Diagnosis

28 Many of the behaviors individuals with autism engage in are a form of communication

Symptoms

30 Many children with autism are first thought of as having hearing impairments

Diagnosis


2 Individuals with autism can only successfully learn in structured environments.

Treatment

3 No eye contact must be present for an individual to be diagnosed with autism.

Diagnosis


Treatment


18 Discrete Trial Training (also know as ABA) is the only scientifically based method in instructing children with autism

Treatment

19 Electroconvulsive therapy (ie. shock therapy) has been found to be effective in the treatment of autism.

Treatment

29 It is common for abnormalities to appear in EEG readings of the brain in an individual with autism

Symptoms

Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group

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Appendix 3: Common Answers from Participants Currently Teaching and Enrolled in Advanced Degree Programs in the areas of General Education (See Note 1) Item

Correct

Content Focus of Question Subgroup

3 No eye contact is used as an indicator for a diagnosis of autism

Diagnosis


Symptoms



Diagnosis

13 Evidence has been found that the Measles, Mumps, Rubella, (MMR) shot is not a direct cause of autism.

Treatment


Treatment

Item Don’t Know Content Focus of Questions Subgroups

15 Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism

Treatment

16 Many individuals with autism have low tolerance for food allergies.

Symptoms

Note 1: All questionnaire items that appear in this table had the same response from 80% or more from the participants included in this group.

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Appendix 4: Common Answers from Participants Currently Teaching in the Area of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup

2 Individuals with autism can only successfully learn in structured environments.

Treatment


Diagnosis


Treatment


Symptoms

14 . Before receiving a diagnosis of autism, an individual must have exhibited aggressive behavior toward another person.

Diagnosis

15 Cod liver oil and Vitamin B supplements are believed to be successful in reducing some of the characteristics of autism

Treatment


Treatment


Treatment


Symptoms


Treatment


Symptoms

25 Autism is primarily seen in middle class American families.

Diagnosis

28 Many of the behaviors that individuals with autism exhibit are usually serving as a form of communication.

Symptoms


Symptoms

31 Children with autism will only be eligible for a 504 plan that will outline services in the school.

Treatment

Item Incorrect Content Focus of Question Subgroup


Diagnosis

5 A diagnosis of autism can be given to a child who has typical development past the age of three.

Diagnosis

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Treatment


Treatment


Treatment


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Appendix 5: Common Answers from Participants Currently Enrolled in Advance Degree Programs in the Area of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup

7 Individuals can “outgrow” autism Diagnosis


Symptoms


Treatment

23 Individuals with autism may engage in self injurious behaviors

Symptoms

27 Children with autism are unable to create a bond with their caregivers.

Symptoms


Treatment



Diagnosis


Treatment


Treatment


4 Males diagnosed with autism are more likely to have a more severe form of mental retardation than females with the diagnosis

Symptoms

30 Many children with autism are first thought of as having hearing impairments

Diagnosis


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Appendix 6: Common Answers from Participants Teaching and Enrolled in Advance Degree Programs in the Areas of Special Education (See Note 1) Item Correct Content Focus of Question Subgroup



Diagnosis


Symptoms

18 Discrete Trail Training is the only scientifically proven method for instructing children with autism

Treatment


Symptoms


Treatment


Treatment



Diagnosis


Treatment


Treatment


Treatment


21 A MRI can now be used in diagnosis of autism. Diagnosis


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Appendix 7: Common Answers from Participants Currently Enrolled in Advanced Degree Programs in the Area of School Psychology (See Note 1) Item Correct Content Focus of Question Subgroup


Diagnosis


Symptoms


Diagnosis


Treatment

23 Individuals with autism may engage in self injurious behaviors

Symptoms

27 Children with autism cannot create a bond with their caregivers

Symptoms



Diagnosis


Symptoms


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Appendix 8: Common Answers from Participants Currently Working in the Area of Speech Pathology Item Correct Content Focus of Question Subgroup


Diagnosis



Diagnosis


Symptoms


Diagnosis


Treatment


Symptoms


Treatment


Treatment

27 Children with autism are unable to create a bond with their caregivers.

Symptoms

Item Incorrect Content Focus of Question Subgroup


Diagnosis

10 Children with autism usually have some type of mental impairment

Symptoms


Treatment


Treatment



Treatment


Treatment

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