Teacher Ratings of Academic Skills and Academic Enablers of Children on the Autism Spectrum
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| Title: | Teacher Ratings of Academic Skills and Academic Enablers of Children on the Autism Spectrum |
|---|---|
| Language: | English |
| Authors: | Keen, Deb (ORCID |
| Source: | International Journal of Inclusive Education. 2023 27(10):1085-1101. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 6 Intermediate Grades Middle Schools Grade 7 Junior High Schools Secondary Education Grade 8 |
| Descriptors: | Academic Achievement, Underachievement, Teacher Attitudes, Academic Ability, Students with Disabilities, Autism Spectrum Disorders, Kindergarten, Grade 1, Grade 2, Grade 6, Grade 7, Grade 8, Inclusion, Special Schools, Student Behavior, Receptive Language, Predictor Variables, Student Motivation, Interpersonal Competence, Foreign Countries, Age Differences, Learner Engagement |
| Geographic Terms: | Australia |
| Assessment and Survey Identifiers: | Vineland Adaptive Behavior Scales |
| DOI: | 10.1080/13603116.2021.1881626 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling behaviours of a community sample of students on the autism spectrum in Grades K-2 (5-8 years, n = 54) and 6-8 (9-12 years, n = 59) attending inclusive or special education settings. Teachers completed the Academic Competence Evaluation Scale (ACES). Results showed that children on the spectrum were rated by teachers to perform below expected levels in both academic skill areas and academic enabling behaviours. Teacher ratings of academic skills and enablers for students were higher for those in inclusive than those in special education settings. Receptive language emerged as an important predictor of teacher-reported performance alongside child motivation and interpersonal skills. Targeting academic enabling behaviours may help to improve academic achievement and lead to better educational outcomes for these students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1397646 |
| Database: | ERIC |
| Abstract: | Academic underachievement, as measured on standardised assessments, is commonly reported among students on the autism spectrum. However, little is known about the factors that predict academic (under)achievement, limiting the development of effective and targeted interventions. This study explored teacher ratings of academic skills and enabling behaviours of a community sample of students on the autism spectrum in Grades K-2 (5-8 years, n = 54) and 6-8 (9-12 years, n = 59) attending inclusive or special education settings. Teachers completed the Academic Competence Evaluation Scale (ACES). Results showed that children on the spectrum were rated by teachers to perform below expected levels in both academic skill areas and academic enabling behaviours. Teacher ratings of academic skills and enablers for students were higher for those in inclusive than those in special education settings. Receptive language emerged as an important predictor of teacher-reported performance alongside child motivation and interpersonal skills. Targeting academic enabling behaviours may help to improve academic achievement and lead to better educational outcomes for these students. |
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| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2021.1881626 |
