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The preliminary validity and reliability of the Assessment of Barriers to Learning in Education – Autism
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Howell, Melanie, Bailey, Tom, Bradshaw, Jill and Langdon, Peter E. (2021) The preliminary validity and reliability of the Assessment of Barriers to Learning in Education – Autism. Research in Developmental Disabilities, 116 . 104025. doi:10.1016/j.ridd.2021.104025
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WRAP-preliminary-validity-reliability-Assessment-Barriers-Learning-Education–Autism-Langdon-2021.pdf - Accepted Version - Requires a PDF viewer. Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. Download (1591Kb) | Preview |
Official URL: http://dx.doi.org/10.1016/j.ridd.2021.104025
Abstract
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 autistic pupils with coexisting intellectual disabilities.
Aims: This study aimed to conduct preliminary validity and reliability evaluations 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 extremely 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 effective outcome assessment for autistic pupils in special schools.
| Item Type: | Journal Article | ||||||||
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| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LC Special aspects of education R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services |
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| Divisions: | Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR) | ||||||||
| Library of Congress Subject Headings (LCSH): | Autism , Autism -- Diagnosis , Autism in children , Autistic children -- Education, Special educational needs | ||||||||
| Journal or Publication Title: | Research in Developmental Disabilities | ||||||||
| Publisher: | Pergamon | ||||||||
| ISSN: | 0891-4222 | ||||||||
| Official Date: | September 2021 | ||||||||
| Dates: |
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| Volume: | 116 | ||||||||
| Article Number: | 104025 | ||||||||
| DOI: | 10.1016/j.ridd.2021.104025 | ||||||||
| Status: | Peer Reviewed | ||||||||
| Publication Status: | Published | ||||||||
| Access rights to Published version: | Restricted or Subscription Access |
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