Teacher Ratings of Academic Skills and Academic Enablers of Children on the Autism Spectrum

Autor/inn/en	Keen, Deb; Adams, Dawn; Simpson, Kate
Titel	Teacher Ratings of Academic Skills and Academic Enablers of Children on the Autism Spectrum
Quelle	In: International Journal of Inclusive Education, 27 (2023) 10, S.1085-1101 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keen, Deb) ORCID (Adams, Dawn) ORCID (Simpson, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1881626
Schlagwörter	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; Australia; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Schulleistung; Performance deficiency; Leistungsschwäche; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Inklusion; Special school; Sonderschule; Student behaviour; Schülerverhalten; Rezeptive Kommunikationsfähigkeit; Prädiktor; Schulische Motivation; Interpersonale Kompetenz; Ausland; Age; Difference; Age difference; Altersunterschied; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01