Assessing the psychometric properties of the practice and product inventory of supporting students with ASD (PPI-SSA): A concise assessment tool for teachers in inclusive classrooms

Assessing the psychometric properties of the practice and product inventory of supporting students with ASD (PPI-SSA): A concise assessment tool for teachers in inclusive classrooms

• Yang, Lan The Education University of Hong Kong
• Pang, Feifan The Education University of Hong Kong
• Sin, Kuen Fung Kenneth The Education University of Hong Kong

Sustainability, 15(19), 2023

MDPI

2023

• E Special Education
  • ED Education for Students with Behavioural Problem

Autism Spectrum Disorders Teachers’ Inclusive Practices Social and Academic Achievements Inclusive Assessment The PPI-SSA

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

Globally prevalent, Autism Spectrum Disorders (ASDs) have negative consequences on students’ social, intellectual, emotional, and post-school transition results. While assessment tools exist, the majority of them were developed from the perspective of clinical psychology and/or healthcare. Some are lengthy and commercialized, and some have weak factorial validity. A feasible and practical assessment method, from the perspective of educational psychology and assessment, is required to better accurately and effectively assess the social and academic performance of ASD students in inclusive settings. With an emphasis on teachers’ practice and output in helping students with ASD in inclusive education, this study evaluated the Practice and Product Inventory of Supporting Students with ASD (PPI-SSA) psychometric qualities. PPI-SSA was designed to be practical, concise, and especially suited for quantitative research on ASD. The inventory was administered to 411 teachers in Hong Kong, and exploratory and confirmatory factor analyses confirmed the PPI-SSA’s reliability and validity. A follow-up path analysis examined the concurrent validity of the PPI-SSA, revealing significant pathways between teachers’ intentions to implement inclusive education and each of the respective dimensions within the PPI-SSA. Measurement invariance results showed that the PPI-SSA demonstrated configural, metric, scalar, and residual invariance across primary and secondary teachers. The PPI-SSA, as a non-commercial instrument, has meaningful implications. It can facilitate the efficient collection of more empirical data on the social and academic achievements of students with ASD, informing evidence-based improvement of inclusive practices. It can assist in teachers’ practice to identify the diverse social and academic needs of students with ASD to align with their corresponding adjustments of teaching strategies. Copyright © 2023 by the authors.

• English

Journal Articles

• 20711050

• 10.3390/su151914576

https://bibliography.lib.eduhk.hk/en/bibs/85f7b992

2024-03-14