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

26 Scopus citations

Abstract

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
Volume7
Issue number9
DOIs
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.

Keywords

  • 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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