Effect of an awareness program on knowledge about autism spectrum disorders among primary and preschool teachers: A quasi-experimental study
Abinaya Gunalan, Priya Jose, Nishanth Rajan, Peter Prasanth Kumar Kommu, Shanthi KannanAbstract
Background:
Autism spectrum disorder (ASD) is a neurodevelopmental disorder affecting communication, behavior, and social interaction. Early intervention can improve outcomes, and teachers play a key role in identifying early signs. Enhancing their knowledge is essential for timely recognition and referral.
Objective:
The objective is to determine the knowledge about ASDs among preschool and primary school teachers and to assess the impact of an awareness program about ASDs among preschool and primary school teachers.
Methods:
A quasi-experimental study with 40 preschool and primary teachers from a Puducherry CBSE school was conducted using convenience sampling. Knowledge was assessed before and immediately after the awareness session using a validated questionnaire. A follow-up test was done after 4 weeks via Google Forms. Data were analyzed using descriptive and inferential statistics.
Results:
Before the intervention, the mean knowledge score was 12.05 (standard deviation [SD] =3.52), with 50% of teachers having inadequate and 42.5% having moderate knowledge. After the awareness program, the mean score significantly increased to 17.15 (SD = 1.93;
Conclusion:
The study demonstrated that the awareness program was highly effective in improving the knowledge of preschool and primary school teachers regarding ASD. This study underscores the importance of teacher training programs to enhance the ability of teachers to recognize and support students with ASD.