Parents' and teachers' perceived effects of the educational interventions for adolescents with autism in public special schools

Date of Publication

2003

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Special Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Flordelina Ospick

Defense Panel Chair

Myrna R. Gigantone

Defense Panel Member

Dena S. Culaba
Barbara David

Abstract/Summary

This study determines parents' and teachers' perceived effects of the educational interventions for adolescents with autism in public special schools. The study involved 42 parents and 42 teachers of adolescents with autism enrolled in seven public special schools. The descriptive-exploratory method of research was used in this study. The research instrument used was a survey questionnaire adapted from Joaquin (2002). The findings of this study revealed that the following behaviors / skills were most manifested by adolescents with autism as observed by parents and teachers: reads and carries out simple / multi-step commands, performs basic literacy skills, participates well in group activities by observing rules and by accepting defeat, attends to toilet needs independently, observes proper hygiene, recognizes and computes different denominations of money, shares toys / materials with others, displays an interest in different public entertainment, works neatly and systematically on a task, obeys instructions, recognizes authority figures, and learns and performs new tasks. The findings also revealed that the following behaviors / skills were least manifested: makes / receives calls for business or social purposes appropriately, participates well in group activities by sharing, accomplishes simple errands without getting distracted along the way, travels independently to and from familiar locations without getting lost, engages in outdoor activities on a regular basis without guidance, initiates and engages in appropriate solitary activities, works in proximity with others without adversely affecting behavior, tolerates interruptions and transitions without signs of anxiety, makes simple repair requiring sewing, and files paper by matching symbols on paper to symbols on folders. Further findings showed that there is no significant difference between parents' and teachers' perceived effects of the educational interventions for adolescents with autism.

Abstract Format

html

Language

English

Format

Print

Accession Number

TG03439

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

136 leaves ; 28 cm.

Keywords

Parent-teacher relationships; Autistic children; Autism; Special education

This document is currently not available here.

Share

COinS