Cognitive-behavioural approaches for students with autism spectrum disorder: a teacher survey

Betty P V Ho*, Jennifer Stephenson, Mark Carter

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review


This study provided an investigation of the knowledge, implementation and perspectives of Australian teachers of students with autism spectrum disorder regarding cognitive-behavioural approaches, using an anonymous survey. The sample of 270 New South Wales teachers reported a reasonable level of knowledge and implementation of strategies commonly employed in interventions using cognitive behavioural approaches. A modest difference was found in the knowledge and implementation of surveyed strategies between teachers with and without formal qualifications in special education. Incongruent with research evidence, the respondents perceived that cognitive-behavioural approaches were suitable for students from a very young age and with cognitive levels from typical intellectual ability to moderate intellectual disability. The respondents also used the surveyed strategies for various purposes over and beyond those reported typically in the research literature. Directions for future research are suggested.

Original languageEnglish
Pages (from-to)436-455
Number of pages20
JournalInternational Journal of Disability, Development and Education
Issue number4
Publication statusPublished - 2017


  • Australian teachers
  • autism
  • cognitive-behavioural
  • implementation
  • knowledge
  • perspective
  • students
  • survey


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