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Educational assistants' experiences ...

Lepine Lyons, Myriame.

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Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder./
Author:	Lepine Lyons, Myriame.
Description:	121 p.
Notes:	Source: Masters Abstracts International, Volume: 55-02.
Contained By:	Masters Abstracts International55-02(E).
Subject:	Counseling Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600428
ISBN:	9781339089645

Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder.
Lepine Lyons, Myriame.

Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder. - 121 p.

Source: Masters Abstracts International, Volume: 55-02.

Thesis (M.A.)--Adler School of Professional Psychology, 2015.

Research has shown that relationships between children and supportive adults are important to fostering children's overall development (Glockler & Goebel, 2013; Myers & Pianta, 2008; Pianta, 1999). Although this was clear in the parenting and teaching literature reviewed, very little direct evidence was found regarding the value of supportive relationships between students with an Autism Spectrum Disorder (ASD) and their educational assistants (EAs). This was problematic considering Lord and McGee (2001) suggested that EAs play a crucial role in the lives of students with special needs. In an effort to represent EAs' ability to positively impact the well-being of students with an ASD, the student-researcher asked: What are EAs' experiences and perceptions of working with, and facilitating supportive student-professional relationships and well-being of students with an ASD? Twenty-two EAs in an urban-Canadian school district completed a web-based survey with closed- and open-ended questions. The results were analyzed using a directed approach to content analysis (Hsieh & Shannon, 2005). Nine categories were formed: (1) Collaboration Amongst Team Members; (2) EAs' Awareness and Responsiveness Towards Students; (3) Instructional Tools and Techniques Used by EAs; (4) EAs' Positive Connection with Students; (5) EAs' Self-Care; (6) EAs' Education and Training; (7) EAs' Evaluation of Educational Institutions; (8) EAs' Caring and Understanding Attitudes Towards Students; and (9) EAs' Informal Experiences. These findings highlight factors influencing EAs' capacity to positively relate with students with an ASD and foster student well-being, and hence may be used to educate counsellors and EAs. The fields of Counselling Psychology and Education may benefit from the specific implications of this study.

ISBN: 9781339089645Subjects--Topical Terms:

2122842
Counseling Psychology.

Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder.
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245 1 0 $a Educational assistants' experiences and perceptions of relating with students with an autism spectrum disorder.
300 $a 121 p.
500 $a Source: Masters Abstracts International, Volume: 55-02.
500 $a Advisers: Debbie Clelland; Pamela Patterson.
502 $a Thesis (M.A.)--Adler School of Professional Psychology, 2015.
520 $a Research has shown that relationships between children and supportive adults are important to fostering children's overall development (Glockler & Goebel, 2013; Myers & Pianta, 2008; Pianta, 1999). Although this was clear in the parenting and teaching literature reviewed, very little direct evidence was found regarding the value of supportive relationships between students with an Autism Spectrum Disorder (ASD) and their educational assistants (EAs). This was problematic considering Lord and McGee (2001) suggested that EAs play a crucial role in the lives of students with special needs. In an effort to represent EAs' ability to positively impact the well-being of students with an ASD, the student-researcher asked: What are EAs' experiences and perceptions of working with, and facilitating supportive student-professional relationships and well-being of students with an ASD? Twenty-two EAs in an urban-Canadian school district completed a web-based survey with closed- and open-ended questions. The results were analyzed using a directed approach to content analysis (Hsieh & Shannon, 2005). Nine categories were formed: (1) Collaboration Amongst Team Members; (2) EAs' Awareness and Responsiveness Towards Students; (3) Instructional Tools and Techniques Used by EAs; (4) EAs' Positive Connection with Students; (5) EAs' Self-Care; (6) EAs' Education and Training; (7) EAs' Evaluation of Educational Institutions; (8) EAs' Caring and Understanding Attitudes Towards Students; and (9) EAs' Informal Experiences. These findings highlight factors influencing EAs' capacity to positively relate with students with an ASD and foster student well-being, and hence may be used to educate counsellors and EAs. The fields of Counselling Psychology and Education may benefit from the specific implications of this study.
590 $a School code: 1143.
650 4 $a Counseling Psychology. $3 2122842
650 4 $a Early childhood education. $3 518817
650 4 $a School counseling. $3 2144793
650 4 $a Special education. $3 516693
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710 2 $a Adler School of Professional Psychology. $b Counselling Psychology - Vancouver. $3 2104367
773 0 $t Masters Abstracts International $g 55-02(E).
790 $a 1143
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1600428