Open AccessCOMPARING STUDENT BEHAVIORS AND SCHOOL SATISFACTION BETWEEN STUDENTS WITH AUTISM SPECTRUM DISORDER AND TYPICALLY DEVELOPING PEERS
Author(s) -
Gianna DeToro,
Catherine Knowlden,
Karen H. Larwin
Publication year - 2020
Publication title -
european journal of special education research
Language(s) - English
Resource type - Journals
ISSN - 2501-2428
DOI - 10.46827/ejse.v6i4.3394
Subject(s) - autism , autism spectrum disorder , typically developing , psychology , psychological intervention , developmental psychology , psychiatry
School satisfaction for families of students with autism is a well-researched area. However, research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. This study seeks to answer two questions: (1) Is there a difference in the number of behavior problems for students with autism compared to typically developing peers, and (2) Is there a difference in school satisfaction and satisfaction with discipline for students with autism compared to typically developing peers? Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. However, there were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers.
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