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Asking the teachers : a Delphi Study on the selection of skills and behaviours for an assessment of barriers to learning for pupils on the Autism Spectrum with intellectual disabilities
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Howell, Melanie, Bradshaw, Jill and Langdon, Peter E. (2022) Asking the teachers : a Delphi Study on the selection of skills and behaviours for an assessment of barriers to learning for pupils on the Autism Spectrum with intellectual disabilities. British Journal of Learning Disabilities, 50 (1). pp. 3-12. doi:10.1111/bld.12350
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Official URL: https://doi.org/10.1111/bld.12350
Abstract
Background
This study outlines how a modified Delphi procedure was used with special educational needs teachers to select skills and behaviours for inclusion in the Assessment of Barriers to Learning in Education‐Autism (ABLE‐Autism). The ABLE‐Autism is a new teacher assessment to show progress in barriers to learning for pupils on the autism spectrum with coexisting intellectual disabilities in special schools. The research aim was to select items for inclusion in the assessment based on teacher ratings of relevance, comprehensibility and comprehensiveness.
Method
Following a review of the literature and teacher focus groups, a list of 86 items was developed and a modified two‐round Delphi exercise was conducted with special needs teachers. Items were selected for inclusion if at least 80% of teachers agreed that the item was (a) able to be understood, (b) important to assess and (c) the median score associated with whether the item was able to be understood and important to assess was 1 (the highest score possible).
Results
In the first round, 56 items met the criteria for inclusion and were retained. Thirty items were amended, and, after three items were amalgamated with other items, 27 amended items were included in the second round. After the second round, 14 additional items met the threshold to be included in the final assessment.
Conclusions
After both rounds, 70 items were endorsed by teachers and included in the ABLE‐Autism. The input of special needs teachers provided initial face and content validity for the new outcome measure.
| Item Type: | Journal Article | ||||||||
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| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education |
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||||
| Library of Congress Subject Headings (LCSH): | Autism in children -- Education, Inclusive education, Classroom management, Children with autism spectrum disorders -- Education, Special education | ||||||||
| Journal or Publication Title: | British Journal of Learning Disabilities | ||||||||
| Publisher: | Wiley | ||||||||
| ISSN: | 1354-4187 | ||||||||
| Official Date: | March 2022 | ||||||||
| Dates: |
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| Volume: | 50 | ||||||||
| Number: | 1 | ||||||||
| Page Range: | pp. 3-12 | ||||||||
| DOI: | 10.1111/bld.12350 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Reuse Statement (publisher, data, author rights): | "This is the peer reviewed version of the following article: Howell, M, Bradshaw, J, Langdon, PE. Asking the teachers : A Delphi study on the selection of skills and behaviours for an assessment of barriers to learning for pupils on the autism spectrum with intellectual disabilities. Br J Learn Disabil. 2020; 00: 1– 10, which has been published in final form at https://doi.org/10.1111/bld.12350. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions." | ||||||||
| Access rights to Published version: | Restricted or Subscription Access |
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