Teachers' perceptions of Restricted and Repetitive Behaviours (RRBs) in children with ASD: Attributions, confidence and emotional response.
Mainstream teachers feel less confident and more blaming about repetitive behaviors, so give them quick, hands-on RRB training.
01Research in Context
What this study did
Welsh et al. (2019) asked teachers how they view repetitive behaviors in autistic pupils. They used an online survey. Both mainstream and specialist teachers replied.
The survey looked at three things. First, what teachers think causes the behaviors. Second, how confident they feel handling them. Third, how the behaviors make teachers feel.
What they found
Mainstream teachers felt less sure than specialist teachers. They also blamed the child more. Years of teaching and calmer feelings predicted higher confidence.
In short, general-ed teachers need more help with repetitive behaviors.
How this fits with other research
Perez et al. (2015) found the same gap in Oman. Urban mainstream teachers there held myths about autism. Together the two studies show the confidence gap crosses cultures.
Jackson et al. (2025) surveyed teachers about lockdown drills. Again, low confidence popped up. More practice raised confidence in both papers. The pattern repeats across very different school tasks.
Stephens et al. (2018) flipped the lens to parents. Parents who saw autism as burdensome reported more child problems. Likewise, teachers who feel annoyed by RRBs report lower confidence. Caregiver mindset links to outcomes in both studies.
Why it matters
If you train or coach teachers, start with RRBs. Use short videos of flapping or lining up toys. Let staff practice calm responses and strength-based language. Five minutes of rehearsal can lift confidence the same way drill practice does for lockdowns. Target mainstream staff first; they are the group that feels least prepared.
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02At a glance
03Original abstract
BACKGROUND: Restricted and Repetitive Behaviours (RRBs) are some of the most difficult behaviours to manage in children with Autism Spectrum Disorders (ASD). Although RRBs frequently occur in educational settings, we know little about the way in which teachers understand these behaviours. AIMS: The study aimed to explore the attributions, emotional response and feelings of confidence held by teachers working in different educational settings when faced with RRBs. METHODS AND PROCEDURES: A single group survey design using behavioural vignettes was adopted in order to elicit teacher beliefs and ratings. OUTCOMES AND RESULTS: Analysis indicated that there were differences in the attributions and confidence ratings held for different types of RRBs. Significant differences were also observed between teachers working in mainstream and specialist educational settings. Emotional response and confidence scores were often predictive of one another alongside factors related to teaching experience. CONCLUSION AND IMPLICATIONS: The findings indicate that teachers from mainstream schools potentially hold less helpful beliefs in response to RRBs and therefore are a professional group who may benefit the most from additional support and training. Further research could consider conducting a qualitative exploration of why teachers hold certain beliefs about RRBs and/or sampling those who are less experienced in working with children with ASD.
Research in developmental disabilities, 2019 · doi:10.1016/j.ridd.2019.01.009