Using the Theory of Planned Behaviour to explore the social
inclusion of children with Autism Spectrum Disorder.
Background and Aims
•Positive peer attitudes and friendship
behaviours have been found to play a
crucial role in ensuring the success of
inclusive education programmes
(Forlin & Cole, 1994; Lewis 1995;
Meijer, Pifl & Hegarty, 1994)
•Children with ASD often face
difficulty with social interactions and
building friendships (Bauminger et. al
2008)
•This study contributes to the
literature on the social inclusion of
children with ASD by considering the
role of peers in the success of these
inclusion programmes within a robust
theoretical framework by measuring
the relationships between the
components of the Theory of Planned
Behaviour.
Abstract: The theoretical framework of the Theory of Planned Behaviour
(TPB) (Ajzen, 1985) was used to explore the factors affecting mainstream
children’s attitudes and behaviour towards an included peer with Autism
Spectrum Disorder (ASD). Support was found for the use of the theory to
conceptualise the factors which affect children’s pro-social behavioural
intentions and behaviour towards a child with ASD.
The Theory of Planned Behaviour
(Ajzen, 1985)
Attitude
.17
Subjective
Norm
.27
Behavioural
Intentions
.25
Actual
Behaviour
.56
Perceived
Behavioural
Control
Results
•The relationships between the components
supported the Theory of Planned Behaviour (see
figure 1)
•Children's attitudes, subjective norms and level of
perceived behavioural control were significantly
associated with behavioural intentions
•behavioural intentions were significantly
associated with actual behaviour
Figure 1:Summary model to show the effect sizes
(beta value) of each predictor variable on the
outcome variable of the TPB
Methodology
Participants: 318 children aged 8-12
years from an urban east London
borough
Design: quantitative, non experimental
survey design using structured
questionnaires
Procedure: mainstream classrooms
were selected on the basis of having at
least one included child with a
diagnosis of ASD. A vignette and five
questionnaires, aimed to measure
each component of the TPB were
administered to all the children in the
class.
Data analysis: multiple regression
was used to analyse the relationships
between the predictor and outcome
variables as described in the TPB.
Information from this analysis was
used to create a PATH summary model
(see figure 1)
Future Research and Implications for Educational Psychology Practice
• The study supports the use of the Theory of Planned Behaviour as a pertinent framework in which to
understand and research mainstream children’s inclusive behaviour towards children with ASD.
•Previous research has focussed on linking attitudes to behavioural intentions and behaviour. The
current research highlights additional areas of potential importance (subjective norms, perceived
behavioural control)
•Future research would benefit from investigating the possible links between intervention focussed on
the model components (attitude, perceived behavioural control, subjective norm, behavioural
intentions) and behavioural change.
Definitions: Attitude = cognitive attitude towards a peer with ASD. Subjective Norm = perceived social pressure from teachers, parents and peers to behave inclusively to a
peer with ASD. Perceived Behavioural Control = perception of how easy/difficult it is to carry out a given behaviour with a child with ASD
Ajzen, I. (1985). From intentions to actions: A Theory of Planned Behaviour. In J. Kuhl & J. Beckman (Eds.), Action-control: From cognition to behaviour (pp. 11-39). Heidelberg: Springer; Bauminger, N., Solomon, M., Aviezer, A.,
Heung, K., Gazit, L., Brown, J. et al. (2008). Children with Autism and their friends: A multidimensional study of friendship in High-Functioning Autism Spectrum Disorder, Journal of Abnormal Child Psychology, 36, 135-150Forlin, C.
& Cole, P. (1994). Attributions of the social acceptance and integration of children with mild intellectual disability. Australia & New Zealand Journal of Developmental Disabilities, 19, 11-23; Lewis, A. (1995). Children's Understanding
of Disability. London: Routledge; Meijer, C. J. W., Pijl, S. J., & Hegarty, S. (1994). New perspectives in special education. London: Routledge
Dr. Sara Freitag