Journal of Autism and Developmental Disorders, 2014
In this study we examine the effectiveness of an intervention program to influence attitudes of e... more In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasiexperimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4-12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students' attitudes. J Autism Dev Disord (2014) 44:572-583 573 J Autism Dev Disord (2014) 44:572-583 577
In many countries, there has been a development towards the inclusion of students with special ed... more In many countries, there has been a development towards the inclusion of students with special educational needs in regular education. Over the past decade, this has resulted in an increased interest in attitudes towards this educational change of those directly involved. This current study aims at the development, psychometric evaluation, and validation of a questionnaire to measure attitudes of teachers, parents, and students. The questionnaire is based on the three-component theory, reflecting a cognitive, an affective, and a behavioral component. Based on data of a pilot study and a main study, we evaluated the psychometric properties and separability of the three components per questionnaire using a Mokken scale analysis. Removing various dysfunctional items resulted in questionnaires with appropriate psychometric properties and high reliability. Results of the analysis for the separability of the attitude components revealed no distinction could be made between the components in the teachers' and parents' questionnaire. In the students' questionnaire, the items belonging to the cognitive and affective/behavioral components were distinguished as two scales.
Journal of Autism and Developmental Disorders, 2014
In this study we examine the effectiveness of an intervention program to influence attitudes of e... more In this study we examine the effectiveness of an intervention program to influence attitudes of elementary school students towards peers with intellectual, physical and severe physical and intellectual disabilities. A quasiexperimental longitudinal study was designed with an experimental group and a control group, both comprising two rural schools. An intervention program was developed for kindergarten (n experimental = 22, n control = 31) and elementary school students without disabilities (n experimental = 91, n control = 127) (age range 4-12 years old). This intervention consisted of a 3 weeks education project comprising six lessons about disabilities. The Acceptance Scale for Kindergarten-revised and the Attitude Survey to Inclusive Education were used to measure attitudes at three moments: prior to the start of the intervention, after the intervention and 1 year later. The outcomes of the multilevel analysis showed positive, immediate effects on attitudes of kindergarten students, but limited effects on elementary school students' attitudes. J Autism Dev Disord (2014) 44:572-583 573 J Autism Dev Disord (2014) 44:572-583 577
In many countries, there has been a development towards the inclusion of students with special ed... more In many countries, there has been a development towards the inclusion of students with special educational needs in regular education. Over the past decade, this has resulted in an increased interest in attitudes towards this educational change of those directly involved. This current study aims at the development, psychometric evaluation, and validation of a questionnaire to measure attitudes of teachers, parents, and students. The questionnaire is based on the three-component theory, reflecting a cognitive, an affective, and a behavioral component. Based on data of a pilot study and a main study, we evaluated the psychometric properties and separability of the three components per questionnaire using a Mokken scale analysis. Removing various dysfunctional items resulted in questionnaires with appropriate psychometric properties and high reliability. Results of the analysis for the separability of the attitude components revealed no distinction could be made between the components in the teachers' and parents' questionnaire. In the students' questionnaire, the items belonging to the cognitive and affective/behavioral components were distinguished as two scales.
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Papers by A. Boer De