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Improving Typically Developing Children's Acceptance toward Children with Autism via Teaching with Picture Books

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Title: Improving Typically Developing Children's Acceptance toward Children with Autism via Teaching with Picture Books
Language: English
Authors: Lian, Fuxin (ORCID 0000-0002-2503-1941), Zhang, Zhenzhen, Ma, Weina, Wang, Mian, Lin, Yixin
Source: International Journal of Developmental Disabilities. 2022 68(3):354-364.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 11
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Picture Books, Teaching Methods, Autism Spectrum Disorders, Students with Disabilities, Elementary School Students, Foreign Countries, Student Attitudes, Attitudes toward Disabilities, Peer Acceptance, Peer Relationship, Program Effectiveness, Friendship
Geographic Terms: China
DOI: 10.1080/20473869.2020.1786325
ISSN: 2047-3869
2047-3877
Abstract: A quasi-experimental group design with repeated measures at pretest and posttest was employed to examine the effect of teaching with picture books about autism on improving typically developing children's acceptance and attitude toward children with autism in this study. The participants were children with autism and their typically developing peers in two regular elementary schools, one from Hangzhou (as experimental group) and the other from Ningbo (as control group). A six-week long teaching with picture books about autism was carried out for the thirty-six typically developing children in the experimental group. The typically developing children's attitude toward their classmate with autism was assessed before and after the experiment for both experimental and control groups. The results indicated that teaching with picture books about autism improved the peer's acceptance of children with autism in three domains: basic understanding, emotional attitude, and behavioral tendency, with high social validity. However, the quality of peer relationship between children with autism and their typically developing peers was not increased significantly during the study.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1351771
Database: ERIC
FullText Text:
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  Data: Improving Typically Developing Children's Acceptance toward Children with Autism via Teaching with Picture Books
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Lian%2C+Fuxin%22">Lian, Fuxin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-2503-1941">0000-0002-2503-1941</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Zhenzhen%22">Zhang, Zhenzhen</searchLink><br /><searchLink fieldCode="AR" term="%22Ma%2C+Weina%22">Ma, Weina</searchLink><br /><searchLink fieldCode="AR" term="%22Wang%2C+Mian%22">Wang, Mian</searchLink><br /><searchLink fieldCode="AR" term="%22Lin%2C+Yixin%22">Lin, Yixin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2022 68(3):354-364.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 11
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitudes+toward+Disabilities%22">Attitudes toward Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/20473869.2020.1786325
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2047-3869<br />2047-3877
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A quasi-experimental group design with repeated measures at pretest and posttest was employed to examine the effect of teaching with picture books about autism on improving typically developing children's acceptance and attitude toward children with autism in this study. The participants were children with autism and their typically developing peers in two regular elementary schools, one from Hangzhou (as experimental group) and the other from Ningbo (as control group). A six-week long teaching with picture books about autism was carried out for the thirty-six typically developing children in the experimental group. The typically developing children's attitude toward their classmate with autism was assessed before and after the experiment for both experimental and control groups. The results indicated that teaching with picture books about autism improved the peer's acceptance of children with autism in three domains: basic understanding, emotional attitude, and behavioral tendency, with high social validity. However, the quality of peer relationship between children with autism and their typically developing peers was not increased significantly during the study.
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  Data: 2022
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  Data: EJ1351771
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1351771
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        Value: 10.1080/20473869.2020.1786325
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 354
    Subjects:
      – SubjectFull: Picture Books
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Attitudes toward Disabilities
        Type: general
      – SubjectFull: Peer Acceptance
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: China
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      – TitleFull: Improving Typically Developing Children's Acceptance toward Children with Autism via Teaching with Picture Books
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