Knowledge, attitudes, and perceptions of autism spectrum disorder in a stratified sampling of preschool teachers in China

Table 5 Predictors of composite score performance

	B	SE (B)	β	t	Sig. (p)	95 % CI for B
City	−0.889	0.201	−0.217	−4.420	<.0001	−0.129, −0.49
School type (Province)	−0.542	0.250	−0.122	−0.2168	0.031	−1.03, −0.05
School type (City)	−0.006	0.230	−0.001	−0.026	0.979	−0.46, 0.45
Gender	0.091	1.015	0.004	0.090	0.928	−1.90, 2.09
Age	0.022	0.021	0.099	1.087	0.277	−0.02, 0.06
Education (High school)	1.525	0.942	0.162	1.618	0.106	−0.33, 3.38
Education (Middle vocational)	2.008	0.904	0.387	2.200	0.027	0.23, 3.79
Education (High vocational)	1.913	0.896	0.471	2.136	0.033	0.15, 3.67
Education (College)	1.842	0.909	0.411	2.025	0.043	0.05, 3.63
Teacher experience	−0.029	0.022	−0.119	−1.314	0.189	−0.07, 0.02
Formal training in early child development	−0.244	0.266	−0.045	−0.917	0.359	−0.77, 0.28
Child with special needs in the classroom	−0.0254	0.205	−0.063	−1.243	0.215	−0.66, 0.15
Previous experience with special needs	0.122	0.255	0.023	0.480	0.631	−0.38, 0.62
Awareness of ASD	0.430	0.546	0.038	0.789	0.431	−0.64, 1.50

Note: F = 2.532, p = 0.02; For School type, District is set as the reference. For Education, Middle school is set as the reference
Teacher experience = duration of preschool teaching experience. Child with special needs in the classroom = a history of instruction of a class with at least one child with special needs. Previous experience with special needs = a history of formal training in the instruction of children with special needs. Awareness of ASD = awareness of the term ASD

ISSN: 1471-244X