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Views of Teachers on Anxiety Symptoms in Students with Autism Spectrum Disorder

  • Christine K. Syriopoulou-Delli
  • Stavroula A. Polychronopoulou
  • Gerasimos A. Kolaitis
  • Alexandros-Stamatios G. Antoniou
Original Paper

Abstract

People with autism spectrum disorder (ASD) exhibit comorbidity with anxiety. The aim of this study was the investigation of the perception of teachers on anxiety in school children with ASD. The Scale Teacher Response (SAS-TR) questionnaire was completed by 291 special education and 118 general education teachers, providing data on students in their classes with ASD and of typical development (TD), respectively. According to the total scores on SAS-TR, 46.8% of the children with ASD presented levels of anxiety within the clinical spectrum compared with 15.3% of the children of TD. Gender and age were not associated with the anxiety scores, but in the children with ASD, higher intelligence quotient (IQ) was weakly, and better verbal skills more strongly correlated with a higher anxiety level. Teachers’ awareness of anxiety symptoms in children with ASD may contribute to their social inclusion.

Keywords

Teachers Perceptions Anxiety Schoolchildren Autism spectrum disorder Recommendations 

Notes

Author Contributions

CKSD contributes collection of data, statistical analysis and writing of the study. SAP contributes collection of data and statistical analysis of the study. GAK contributes design and writing of the study. ASGA contributes design of the study.

Funding

Self-funded.

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures in studies involving human participants were in accordance with the ethical standards of the institutional and / or national research committee and with 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  • Christine K. Syriopoulou-Delli
    • 1
  • Stavroula A. Polychronopoulou
    • 2
  • Gerasimos A. Kolaitis
    • 3
  • Alexandros-Stamatios G. Antoniou
    • 4
  1. 1.Department of Educational and Social PolicyUniversity of MacedoniaThessalonikiGreece
  2. 2.Department of Primary EducationNational and Kapodistrian University of AthensAthensGreece
  3. 3.Department of Child Psychiatry, School of MedicineNational and Kapodistrian University of Athens, “Aghia Sophia” Children’s HospitalAthensGreece
  4. 4.Department of Primary EducationNational and Kapodistrian University of AthensAthensGreece

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