Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism Spectrum Disorder

BackgroundAccording to data provided by the National Council for Special Education (NCSE), between 2020 and 2021, there was a 15% increase in the number of special classes specifically for learners with Autism/Autism Spectrum Disorder (A/ASD) attached to mainstream schools in the Republic of Ireland. Given the considerable growth in A/ASD classes in schools, examining the Teacher Self-Efficacy (TSE) of teachers working there enables us to identify strengths and areas for professional development (PD).MethodThis paper reports the findings from an Irish study into Teacher Self-Efficacy (TSE) of teachers working in special classes for learners with A/ASD. The study involved a large sample (n = 139) of teachers responding to an online questionnaire. The questionnaire included the Autism Self-Efficacy Scale for Teachers (ASSET).ResultsAnalysis of the completed questionnaires reveals that the areas teachers feel least confident in are their abilities to train peer models, to teach play skills, and to translate assessment information into teaching objectives to the students. They felt most confident in their ability to use visual supports to foster student independence, to describe their student’s characteristics that relate to A/ASD, and to communicate and work effectively with parents or caregivers.ConclusionsThe findings of this study present implications for professional development for teachers of learners with A/ASD, namely that upskilling is needed in training peer models, play skills, and translating assessment information into teaching objectives. The results also add further evidence to the use of the ASSET as a reliable measure of assessing the Teacher Self-Efficacy for teaching students with A/ASD.     

Validity and reliability of the Korean Version of Autism Spectrum Disorders-Diagnostic for Children (ASD-DC)

The purpose of the present study was to develop and evaluate the psychometric properties of the Autism Spectrum Disorders-Child (ASD-DC). Mothers of children with Autism spectrum disorders (N = 333) and mothers of typically developing children (N = 223) ages from 2 to 16 years completed the ASD-DC. The confirmatory factor analysis revealed that the 4-factor structure of the ASD-DC fits the data well, comprising the following factors: nonverbal communication/socialization, verbal communication, social relationships, and insistence of sameness/restricted interests. The ASD-DC was associated with high internal consistency and test–retest reliability. The discriminant validity was demonstrated by the mean differences between ASD and control group. High correlations between several subscales of ASD-DC and Social Communication Questionnaire (SCQ) were found, showing concurrent validity. High correlations between several subscales were found. Optimal cutoff scores for Autism, Asperger's disorder, and PDD-NOS were found via ROC curve analysis. Clinical and research implications as well as limitations are discussed.     

Social Validation of Evidence-Based Practices in Autism by Parents,Teachers, and Administrators

Relatively little attention has been devoted to the social validation of potentially effective autism interventions. Thus, it is often difficult to identify and implement evidence-based practices, and programming is often inadequate. The authors identified autism intervention components with reported effectiveness for school settings. The results of a social validation survey completed by parents, teachers, and administrators indicate strong, consistent support for program components falling within five functional areas: (a) individualized programming, (b) data collection, (c) the use of empirically-based strategies, (d) active collaboration, and (e) a focus on long-term outcomes. These socially validated interventions can be used to evaluate existing autism curricula and develop training for professionals, parents, and students in order to improve public school autism programs.     

Validity and reliability of the Korean version of Autism spectrum disorders-comorbid for children (ASD-CC)

The purpose of the present study was to develop and evaluate the psychometric properties of the Autism Spectrum Disorder-Comorbid for Children (ASD-CC). Mothers of children with ASD (n = 330) and of typically developing children (n = 220) aged from 2 to 16 years were asked to complete the ASD-CC. The next four steps were conducted for data analysis. First, the confirmatory factor analysis (CFA) was used to figure out the factor structure of the Korean version of the ASD-CC. It revealed that the 7-factor structure of the ASD-CC is applicable to the Korean version, likewise. Second, the internal consistency and test-retest reliability were measured, which showed to be in either moderately good or within the acceptable range. Third, the inter-correlations between the ASD-CC and the Korean Child Behavior Checklist (K-CBCL) and the ASD-CC and Korean Behavior Problem Inventory (BPI-01) were computed to be revealed as significant. In addition, the discriminant validity between ASD and typically developing children was well established. And finally, cut-off scores for 7 subscales of the ASD-CC were calculated using the Mean and Standard Deviation. These findings suggest that the Korean version of ASD-CC is a psychometrically sound instrument. Clinical and research implications as well as limitations are measured.     

Using the Autism Diagnostic Interview-Revised and the Autism Diagnostic Observation Schedule-Generic for the Diagnosis of Autism Spectrum Disorders in a Greek Sample with a Wide Range of Intellectual Abilities

We studied the interrelationship between the Autism Diagnostic Observation Schedule-Generic (ADOS-G), the Autism Diagnostic Interview-Revised (ADI-R) and DSM-IV clinical diagnosis, in a Greek sample of 77 children and adolescents, referred for the assessment of a possible pervasive developmental disorder (PDD) and presenting a wide range of cognitive abilities. The agreement of the ADOS-G and the ADI-R with the clinical diagnosis was estimated as satisfactory and moderate, respectively, while both instruments presented with excellent sensitivity for the diagnosis of autistic disorder along with satisfactory specificity. ADOS-G/ADI-R agreement was estimated as fair. Our results confirm the discriminant validity of ADI-R and ADOS-G in diagnosing pervasive developmental disorders in children and adolescents with a wide range of intellectual abilities.     

The Autism Diagnostic Observation Schedule: Revised Algorithms for Improved Diagnostic Validity

Autism Diagnostic Observation Schedule (ADOS) Modules 1–3 item and domain total distributions were reviewed for 1,630 assessments of children aged 14 months to 16 years with an autism spectrum disorder (ASD) or with heterogeneous non-spectrum disorders. Children were divided by language level and age to yield more homogeneous cells. Items were chosen that best differentiated between diagnoses and were arranged into domains on the basis of multi-factor item-response analysis. Reflecting recent research, the revised algorithm now consists of two new domains, Social Affect and Restricted, Repetitive Behaviors (RRB), combined to one score to which thresholds are applied, resulting in generally improved predictive value.     

孤独症治疗评定量表中文版的信度和效度检验

目的 分析孤独症治疗评定量表（ATEC）中文版的信度和效度,并评价ATEC中文版评分与孤独症症状和发育水平的相关性。 方法 入组2016年6月-2018年12月在南京医科大学附属脑科医院就诊、符合《精神障碍诊断与统计手册(第5版)》（DSM-5）孤独症谱系障碍（ASD）诊断标准的77例儿童作为病例组,招募健康儿童71名作为对照组。采用ATEC中文版、孤独症行为量表（ABC）、儿童孤独症评定量表（CARS）、孤独症诊断访谈量表修订版（ADI-R）、Gesell发育量表评定病例组儿童的临床症状和发育水平;对照组儿童完成ATEC中文版评定。采用Cronbach’s α系数评估ATEC中文版的信度,采用ROC曲线评估其效度。 结果 ATEC中文版总量表及其各分量表的Cronbach’s α系数在0.750~0.787之间。ATEC中文版总量表及其分量表的敏感度在0.922~0.987之间,特异度在0.803~0.887之间,曲线下面积在0.924~0.972之间。ATEC中文版总评分与CARS和ABC总评分呈正相关（r=0.509、0.580,P均<0.01）;ATEC中文版的表达/语言/沟通、社交能力、感知/认知能力分量表评分与Gesell发育量表对应分量表的发育商均呈负相关（r=-0.677、-0.383、-0.332,P均<0.01）。 结论 ATEC中文版具有较高的信度和效度,且其评分能反映ASD症状的严重程度及患儿发育水平。     

When does the Autism Spectrum Screening Questionnaire (ASSQ) predict autism spectrum disorders in primary school-aged children?

The aims of this study were, firstly, to study the association between parents’ and teachers’ ratings for the Finnish version of the Autism Spectrum Screening Questionnaire (ASSQ), secondly, to find out whether the original cut-off scores of the ASSQ identify primary school-aged children with Asperger syndrome (AS) or autism by using the Finnish ASSQ, and thirdly, to evaluate the validity of the ASSQ. Parents and/or teachers of higher-functioning (full-scale intelligence quotient ≥ 50) 8-year-old total population school children (n = 4,408) and 7–12-year-old outpatients with AS/autism (n = 47) completed the Finnish version of the ASSQ. Agreement between informants was slight. In the whole total population, low positive correlation was found between parents’ and teachers’ ratings, while in the sample of high-scoring children the correlation turned out to be negative. A cut-off of 30 for parents’ and teacher's summed score and 22 for teachers’ single score is recommended. A valid cut-off for parents’ single score could not been estimated. The clinicians are reminded that the ASSQ is a screening instrument, not a diagnosing instrument. The importance of using both parents’ and teachers’ ratings for screening in clinical settings is underlined.     

A validation study of the Chinese version of the Autism Parenting Stress Index (C-APSI) in Hong Kong

BackgroundParents of children with Autism Spectrum Disorders are facing higher parenting distress than typical parents. Despite its economic prosperity, Hong Kong has only recently developed an early intervention service by the government for children with autism. Such a change provides an opportunity to develop better psychometric screening measuring parenting distress. Existing scales measuring parenting distress are often found to have high monetary and time costs, resulting in parent distress being neglected in treatment planning.MethodTo address this as well as language-based challenges, a Chinese version of an existing 13-item Autism Parenting Stress Index (C-APSI) was developed and validated in a Hong Kong clinical (n = 112) and control (n = 65) samples.ResultsThe translated version showed satisfactory test-retest reliabilities. Although the previously found factor structure could not be replicated, the scale’s internal consistency and test-retest reliability was satisfactory. Parenting distress did not correlate with objective measures of cognitive functioning, but it did with subjective reports of daily functioning of autistic children, age of parents and family income.ImplicationsThe current study bridges the gap for the need of a validated scale for screening or quick assessment for Hong Kong Chinese parents with autistic children. The marked difference in mean scores compared to the US sample suggests cultural differences in how parents perceive the distress arising from taking care of their children.     

Relationship Between Symptom Domains in Autism Spectrum Disorders: A Population Based Twin Study

Factor structure and relationship between core features of autism (social impairments, communication difficulties, and restricted, repetitive behaviours or interests (RRBIs)) were explored in 189 children from the Twins Early Development Study, diagnosed with autistic spectrum disorders (ASDs) using the Development and Wellbeing Assessment (DAWBA; Goodman et al. in J Child Psychol Psyc 41:645–655, 2000). A bottom-up approach (analysis 1) used principal component factor analysis of DAWBA items indicating five factors, the first three mapping on the triad. In analysis 2, applying top-down DSM-IV criteria, correlations between domains were modest, strongest between social and communication difficulties. Cross-twin cross-trait correlations suggested small shared genetic effects between RRBIs and other symptoms. These findings from a clinical sample of twins indicate a fractionation of social/communicative and RRBI symptoms in ASD.     

Standardizing ADOS Scores for a Measure of Severity in Autism Spectrum Disorders

The aim of this study is to standardize Autism Diagnostic Observation Schedule (ADOS) scores within a large sample to approximate an autism severity metric. Using a dataset of 1,415 individuals aged 2–16 years with autism spectrum disorders (ASD) or nonspectrum diagnoses, a subset of 1,807 assessments from 1,118 individuals with ASD were divided into narrow age and language cells. Within each cell, severity scores were based on percentiles of raw totals corresponding to each ADOS diagnostic classification. Calibrated severity scores had more uniform distributions across developmental groups and were less influenced by participant demographics than raw totals. This metric should be useful in comparing assessments across modules and time, and identifying trajectories of autism severity for clinical, genetic, and neurobiological research.     

Differential Diagnosis of Hispanic Children Referred for Autism Spectrum Disorders: Complex Issues

This study examines the decision-making process used for differential diagnosis of a sample of Hispanic children referred for autism spectrum disorders (ASDs). Of the sample of 28 children, 18 were diagnosed with ASDs. Of the 10 children who were not diagnosed with ASDs, 80% were found to have multiple diagnostic labels or comorbidities. Mann-Whitney U analyses determined the differences between the children with the most severe social impairment, children with less severe social impairment and the non-autistic children on several domains commonly used to assess ASDs. These analyses indicated significant differences in some characteristics of the children in the sample. Based on these results, a decision-tree for the diagnosis of children with and without ASDs with comorbid disorders was developed.     

Developmental Correlates of Different Types of Motor Imitation in Young Children with Autism Spectrum Disorders

This study used a concurrent correlational design to examine associations between three types of motor imitation with objects and three proposed correlates in 32 two- and three-year-old children diagnosed with ASD. Attention-following and fine motor ability were significant, unique correlates of imitation in an observational learning context. Attention-following was a significant correlate of imitation in a direct elicitation context. Social reciprocity was a significant correlate of imitation in an interactive play context. These associations were observed after controlling for general developmental level. Results support previous findings that motor imitation may not reflect a unitary construct for children with ASD and that different skills may underlie the performance of different types of motor imitation. Implications for interventions targeting motor imitation are discussed. This research was supported by NICHD Grant R21 HD42437 to Dr Wendy Stone.     

Brief Report: Development and Initial Testing of a Questionnaire Version of the Environmental Rating Scale (ERS) for Assessment of Residential Programs for Individuals with Autism

There is a lack of validated autism-specific outcome measures for large-scale evaluation of the effectiveness of psycho-educational programmes. To fill this gap the Environment Rating Scale (ERS) was adapted from an interview version to a staff-completed questionnaire version (ERS-Q). The ERS-Q was tested regarding data quality, validity, reliability and ease of understanding amongst 18 residential staff members. The ERS-Q and ERS showed comparable reliability (alpha = 0.89 and 0.93, respectively) and their correlation was 0.73. These observations support that the ERS interview can be adapted into a questionnaire without substantial loss of conceptual meaning. However, further evaluations in larger samples are needed to more firmly evaluate the measurement properties.     

The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism

Evidence continues to maintain that the use of antecedent variables (i.e., instructional practices, and environmental characteristics) increase prosocial and adaptive behaviors of students with disabilities (e.g., Kern et al. in J Appl Behav Anal 27(1):7–19, 1994; Stichter et al. in Behav Disord 30:401–418, 2005). This study extends the literature by systematically utilizing practitioner-implemented structural analyzes within school settings to determine antecedent variables affecting the prosocial behavior of students with autism. Optimal antecedents were combined into intervention packages and assessed utilizing a multiple baseline design across settings. All three students demonstrated improvement across all three settings. Rates of engagement and social interaction were obtained from classroom peers to serve as benchmark data. Findings indicate that practitioners can implement structural analyzes and design corresponding interventions for students with ASD within educational settings.     

Electronic Screen Media for Persons with Autism Spectrum Disorders: Results of a Survey

Social and anecdotal reports suggest a predilection for visual media among individuals on the autism spectrum, yet no formal investigation has explored the extent of that use. Using a distributed questionnaire design, parents and caregivers report on time allotted toward media, including observable behaviors and communicative responses. More time was spent engaged with electronic screen media (ESM) than any other leisure activity. Television and movie viewing was more popular than computer usage. Across media platforms, animated programs were more highly preferred. Prevalent verbal and physical imitation was reported to occur during and following exposure to ESM. Clinical implications to strategically incorporate ESM into learning approaches for children with autism spectrum disorders (ASD) are provided.     

Validation of Social Responsiveness Scale for Korean Preschool Children With Autism

ObjectiveThis cross-cultural study aims to examine the psychometric properties of the Social Responsiveness Scale (SRS) and to determine the best-estimate-cut-off scores for the diagnosis of autism spectrum disorder (ASD) in Korean preschool children. MethodsA total of 563 children was recruited from multiple sources, including Seoul National University Bundang Hospital. Participants were assessed by a multidisciplinary research team using multiple diagnostic tools based on DSM-5 diagnostic criteria. Discriminative validity was tested by comparing the difference in SRS scores between ASD and non-ASD groups. Convergent validity was tested by examining correlations between SRS scores with other diagnostic instruments. A receiver operation characteristic curve analysis was conducted to test the sensitivity and specificity of SRS and to determine the best-estimate-cut-off scores for screening ASD in Korean preschool children. ResultsThere were significant differences in the total SRS scores between the ASD (n=242) and non-ASD group (n=321) (p<0.01, 95% confidence interval [CI]: 14.08–17.24). The differences were significant even after adjusting for age. SRS scores were significantly correlated with other prescreening diagnostic tools for ASD. The best-estimate cut-off score to screen ASD was 55 (area under curve=0.88, sensitivity 78.1%, specificity 86.6%).ConclusionThe SRS is a valid and reliable instrument to screen and aid in the diagnosis of ASD in Korean preschool children. The adjusted cut-off scores, notably lower than in the original U.S. version, may yield a more accurate diagnosis by reflecting transcultural differences.