Related Data for Thesis/Dissertation: The influence of rigid/ritualistic behavioural profiles in students with autism spectrum disorder on special education teachers' perceptions of their readiness for supported employment

This study investigated the effects of rigid/ritualistic behaviours in ASD, the student’s age and teacher-related variables on special education teachers’ perceptions of a student’s readiness for supported employment. A total of 111 (23 male, 86 female, two genders unreported; mean age = 33.71 years) teachers were randomly assigned to one of three conditions where as a result of their rigid/ritualistic profile, the student in the vignettes has: (1) a major negative reaction leading to a major disruption or prevention of activities; (2) some negative reaction leading to limited disruption of activities tolerable by most familiar people, or (3) no negative reaction to an event and is able to proceed with activities quickly. Ten short vignettes each describing a subtype of rigid/ritualistic behaviour exhibited during vocational activities were presented. Participants then rated their perceptions of the student’s readiness for supported employment. Results indicated that participants provided lower ratings to students with major negative reactions and lower ratings to an 18-year-old as compared to a 16-year-old student. In addition, older teachers were more likely to give lower ratings than younger teachers. Qualitative findings highlighted important factors such as the type of work, and employers’ readiness to accommodate the students’ rigid/ritualistic behaviours.