Next Article in Journal
Exposure Therapy for Post-Traumatic Stress Disorder: Factors of Limited Success and Possible Alternative Treatment
Next Article in Special Issue
Systematic Review of Level 1 and Level 2 Screening Tools for Autism Spectrum Disorders in Toddlers
Previous Article in Journal
Association between Exposure to Air Pollution and Total Gray Matter and Total White Matter Volumes in Adults: A Cross-Sectional Study
Previous Article in Special Issue
Early Screening of the Autism Spectrum Disorders: Validity Properties and Cross-Cultural Generalizability of the First Year Inventory in Italy
Open AccessReview

Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD

1
Department of Foundations of Education, Faculty of Educational Studies, University Putra Malaysia, Serdang 43400, Malaysia
2
Department of Psychology, Sana’a University, Sana’a 1247, Yemen
*
Author to whom correspondence should be addressed.
Brain Sci. 2020, 10(3), 165; https://doi.org/10.3390/brainsci10030165
Received: 29 February 2020 / Revised: 4 March 2020 / Accepted: 8 March 2020 / Published: 13 March 2020
(This article belongs to the Special Issue Advances in Autism Research)
Recently, the identification and detection of children with autism spectrum disorder (ASD) has become an essential issue under ASD intervention services. The high percentage of ASD among children requires preschool teachers to recognizse children’s abnormal development and identify them at an early stage, followed by referral to specialists. Therefore, this identification calls for a specific ability among preschool teachers, identified as knowledge, belief, identification skills, and self-efficacy (KBISSE). This conceptual framework aims to utilize the current literature to present a discussion on preschool teachers’ KBISSE in identifying children with ASD and making decisions to refer children suspected with ASD to specialists. The conceptual framework is discussed based on social cognitive theory (SCT) and the health belief model (HBM). The conceptual framework emphasizes the need for preschool teachers to be educated in ASD via an educational module that could increase teachers’ self-efficacy in identifying children with ASD. Besides, knowledge in ASD, belief in ASD, and identification skills are also necessary variables for building the educational module. The educational module is useful for guiding future research on preschool teachers’ identification of children with any disability, one of which is ASD, and subsequent specialist referral at an early stage. View Full-Text
Keywords: preschool teachers; self-efficacy; knowledge; belief; skills; identify; autism spectrum disorder (ASD) preschool teachers; self-efficacy; knowledge; belief; skills; identify; autism spectrum disorder (ASD)
Show Figures

Figure 1

MDPI and ACS Style

Taresh, S.; Ahmad, N.A.; Roslan, S.; Ma’rof, A.M.; Zaid, S. Pre-School Teachers’ Knowledge, Belief, Identification Skills, and Self-Efficacy in Identifying Autism Spectrum Disorder (ASD): A Conceptual Framework to Identify Children with ASD. Brain Sci. 2020, 10, 165.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop