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

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  • Author(s): Keen, Deb (ORCID Keen, Deb (ORCID 0000-0001-6214-7591); Adams, Dawn (ORCID Adams, Dawn (ORCID 0000-0001-8001-0126); Simpson, Kate (ORCID Simpson, Kate (ORCID 0000-0003-0743-7304)
  • Language:
    English
  • Source:
    International Journal of Inclusive Education. 2023 27(10):1085-1101.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • 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
    • Source:
      17
    • 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
    • Subject Terms:
      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
    • Subject Terms:
      Australia
    • Subject Terms:
      Vineland Adaptive Behavior Scales
    • Accession Number:
      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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1397646