Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Early Childhood Classrooms

Autor/inn/en	Catalano, Corinne; Fives, Helenrose; Barnes, Nicole
Titel	Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Early Childhood Classrooms
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 3, S.598-621 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Catalano, Corinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2022.2136550
Schlagwörter	Test Construction; Test Validity; Self Efficacy; Teacher Effectiveness; Students with Disabilities; Autism Spectrum Disorders; Inclusion; Early Childhood Education; Test Reliability; Teacher Attitudes; Academic Accommodations (Disabilities); Student Needs + Suchen Sie Ihr Suchwort? Testaufbau; Testvalidität; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Autism; Autismus; Inklusion; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Testreliabilität; Lehrerverhalten
Abstract	We developed and validated an instrument, the "Teacher Self-efficacy for Teaching Students with ASD Inclusive Early Childhood Classrooms Scale": TSE-ASDI/EC, to determine teachers' self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms. We engaged in literature and expert reviews followed by cognitive pre-testing with pre-service and in-service early childhood teachers. Next, we employed a series of analytic techniques to examine the factor structure, reliability, and relationships among the dimensions of the instrument for the entire sample and by subgroups. We provide evidence for validity based on test content, response process, internal structure of the instrument, and relations to other variables. This led to a unidimensional, 16-item scale to measure general education teachers' self-efficacy for educating students with ASD in inclusive early childhood classrooms. Based on these findings we discuss implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01