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Police cadet general and interactional knowledge of persons with autism spectrum disorders (ASDs)

机译：警察学生将军和自闭症谱系障碍（ASDS）的互动知识

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Purpose The purpose of this study is to ascertain law enforcement cadet general knowledge of autism spectrum disorder (ASD) and practical knowledge in how to apply various aspects of their profession to persons with ASD.Design/methodology/approach In total, 341 law enforcement cadet surveys administered across ten individual law enforcement cadet classes were analyzed via two individual ordinary least squares (OLS) regression models. These regression models were designed to predict changes in cadet scores on their (1) general knowledge of autism scale (i.e., general knowledge regarding autism spectrum disorder itself) and (2) interactional law enforcement knowledge of autism scale (i.e., how to apply various aspects of their job to persons with ASD).Findings Findings show that cadets who had a stronger confidence in their ability to interact with persons who have ASD actually knew less than their counterparts with lower reported overall confidence. However, one's confidence in their ability to identify persons with ASD was associated with having better overall general knowledge of ASD itself. Similarly, the greater one's overall confidence in interacting with persons with ASD was associated with lower interactional knowledge. In each model, general autism knowledge and interactional knowledge were positively associated.Practical implications The results of this study have implications for cadet and officer training on ASD as each need to be trained in both general knowledge of autism and interactional autism knowledge skills related to the job functions of being a LEO. Policy implications and directions for future research are discussed.Originality/value The literature is sparse on law enforcement knowledge of and interaction with persons who have ASD. As such, this study has the potential to make a strong impact on the literature regarding law enforcement and their knowledge and/or interactions with persons who have ASD.
机译：目的本研究的目的是确定自闭症谱系障碍（ASD）的执法学生概况，以及如何将其职业的各个方面与Asd.design/methodology/appoct的人员施加的各个方面，341人执法学员通过两个个人普通最小二乘（OLS）回归模型分析了在十个单独的执法学员课程上进行的调查。这些回归模型旨在预测其自闭症规模（即关于自闭症谱系障碍本身的一般知识）和（2）自闭症规模的互动律法执法知识（即如何申请各种各样的知识他们的工作方面与ASD的人）.Findings调查结果表明，对他们与拥有ASD的人互动的能力具有更强的信心，其实际上不仅仅是报告的整体信心降低的同行。然而，对他们识别亚本署人的能力的信心与拥有更好的整体对ASD本身的全面知识有关。同样，对与ASD人员互动的整体置信越大与较低的互动知识有关。在每个模型中，一般自闭症知识和互动知识得到积极相关的。致力解的含义本研究的结果对ASD的校长和官员培训产生了影响，因为每个人都需要在普遍知识和与之相关的互动性知识技能方面进行培训。作为狮子座的工作职能。讨论了对未来研究的政策影响和指示。文学对执法知识和有ASD的人的互动来说，文献稀疏。因此，本研究有可能对关于执法的文献及其知识和/或与拥有ASD的人的互动产生强烈影响。

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