Background

Few robust autism-specific outcome assessments have been developed specifically for use by teachers in special schools. The Assessment of Barriers to Learning in Education – Autism (ABLE-Autism) is a newly developed teacher assessment to identify and show progress in barriers to learning for pupils on the autism spectrum with coexisting intellectual disabilities.

Aims

This study aimed to conduct a preliminary validity and reliability evaluation of the ABLE-Autism.

Methods and procedures

Forty-eight autistic pupils attending special schools were assessed using the ABLE-Autism. Multi-level modelling was used to evaluate test-retest reliability, internal consistency and convergent validity with the Teacher Autism Progress Scale.

Outcomes and results

Results showed excellent test-retest reliability and internal consistency. A large effect size suggested that the ABLE-Autism is strongly correlated with the Teacher Autism Progress Scale. Teacher feedback was positive and suggested that the ABLE-Autism is easily understood by teachers, relevant to autistic pupils in special schools, and adequately covers the skills and behaviours that teachers believe are important to assess for these pupils.

Conclusions and implications

Although further validation is recommended, the preliminary evaluation of the ABLE-Autism suggests that it is a useful and has the potential to be an effective outcome assessment for autistic pupils in special schools.

中文翻译：

---

教育学习障碍评估的初步效度和信度——自闭症

背景

很少有专门为特殊学校教师开发的针对自闭症的强大结果评估。教育学习障碍评估 - 自闭症 (ABLE-Autism) 是一项新开发的教师评估，用于识别和展示共存智障的自闭症谱系学生在学习障碍方面的进展。

宗旨

本研究旨在对 ABLE-Autism 进行初步的有效性和可靠性评估。

方法和程序

使用 ABLE-Autism 评估了 48 名就读特殊学校的自闭症学生。多层次建模用于评估重测信度、内部一致性和聚合效度与教师自闭症进展量表。

结果和结果

结果显示出极好的重测信度和内部一致性。较大的效应量表明 ABLE-Autism 与教师自闭症进展量表密切相关。教师的反馈是积极的，并表明 ABLE-Autism 很容易被教师理解，与特殊学校的自闭症学生相关，并充分涵盖了教师认为对这些学生评估很重要的技能和行为。

结论和影响

尽管建议进一步验证，但 ABLE-Autism 的初步评估表明它是有用的，并且有可能成为特殊学校自闭症学生的有效结果评估。