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

doi:10.1016/j.rasd.2013.06.006

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

Producción científica: Article › revisión exhaustiva

46 Citas (Scopus)

Resumen

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.

Idioma original	English
Páginas (desde-hasta)	1151-1159
Número de páginas	9
Publicación	Research in Autism Spectrum Disorders
Volumen	7
N.º	9
DOI	https://doi.org/10.1016/j.rasd.2013.06.006
Estado	Published - 2013

Nota bibliográfica

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.

Financiación

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.

Financiadores
National Institute of Mental Health

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

Good health and well being

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology
Psychiatry and Mental health

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10.1016/j.rasd.2013.06.006

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title = "Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET)",

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.",

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AU - Birdwhistell, Jessica L.

AU - McGrew, John H.

AU - Usher, Ellen L.

N1 - 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.

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KW - Reliability

KW - Special education

KW - Teacher burnout

KW - Teacher self-efficacy

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

Resumen

Nota bibliográfica

Financiación

ODS de las Naciones Unidas

ASJC Scopus subject areas

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