Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET)

Lisa A. Ruble, Michael D. Toland, Jessica L. Birdwhistell, John H. McGrew, Ellen L. Usher

Research output: Contribution to journalArticlepeer-review

29 Scopus citations


The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers' responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.

Original languageEnglish
Pages (from-to)1151-1159
Number of pages9
JournalResearch in Autism Spectrum Disorders
Issue number9
StatePublished - 2013

Bibliographical note

Funding Information:
This work was supported by Grant Numbers R34MH073071 and 1RC1MH089760 from the National Institute of Mental Health . The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.


  • Autism spectrum disorders
  • Reliability
  • Special education
  • Teacher burnout
  • Teacher self-efficacy
  • Teacher stress

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Psychiatry and Mental health


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