A study to assess the effectiveness of the structured teaching programme regarding Identification of Autism and its Management among pre-primary school teachers in selected pre-primary schools of Ahmedabad city. Pre-experimental research approach was used with one group pre-test post-test design. The study was conducted in selected pre-primary schools of Ahmedabad city. The investigator used multi-stage simple random sampling technique for selecting 60 samples. In the view of the study structured teaching programme on Identification of Autism and its Management was prepared. The reliability of the structured knowledge questionnaire was 0.78. Data were analysed by using descriptive and inferential statistics. The mean pre-test knowledge score was 9.75 whereas post-test knowledge score was 24.25. The mean post test knowledge score is significantly higher than the mean pre test knowledge score with the mean difference of 14.5 and the calculated‘t’ value (t =34.399) was greater than tabulated‘t’ value (t =2.00) which was statistically proved at 0.05 level of significance. The findings of the study reveal that there is no significant association with pre-test knowledge scores and selected demographic variables of the samples except attended seminar or lecture on autism. There was significant increase in the knowledge score of pre primary school teachers after administration of Management was 9.75 whereas post-test knowledge score was 24.25. The mean post test knowledge score is significantly higher than the mean pre test knowledge score with the mean difference of 14.5 and the calculated‘t’ value (t =34.399) was greater than tablulated‘t’ value (t =2.00) which was statistically proved at 0.05 level of significance. The findings of the study reveals that there is no significant association with pre-test knowledge scores and selected demographic variables of the samples except attended seminar or lecture on autism. There was significant increase in the knowledge score of pre primary school teachers after administration of the Management was 9.75 where as post-test knowledge score was 24.25. Mean difference of 14.5 and the calculated‘t’ value (t =34.399) was greater than tablulated‘t’ value (t =2.00) which was statistically proved at 0.05 level of significance. The findings of the study reveals that there is no significant association with pre-test knowledge scores and selected demographic variables of the samples except attended seminar or lecture on autism. There was significant increase in the knowledge score of pre primary school teachers after administration of the structured Teaching Programme on Identification of Autism and its Management. Hence it is concluded that structured teaching Programme was effective in improving knowledge of pre primary school teachers regarding Identification of Autism and its Management.

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