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Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale

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Title: Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale
Language: English
Authors: Catalano, Corinne Gaffney
Source: ProQuest LLC. 2018Ph.D. Dissertation, Montclair State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 261
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Special Education, Special Education Teachers, Autism, Pervasive Developmental Disorders, Measures (Individuals), Test Construction, Test Validity, Early Childhood Education, Test Content, Test Reliability
Abstract: This is a multi-method study to develop and validate an instrument to measure teachers' self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms, "Teacher Self-efficacy for Teaching Students with ASD Inclusive Classrooms Scale": TSE-ASDI. I conducted literature and expert reviews as well as cognitive pre-testing with my target populations of pre-service and in-service early childhood teachers. I conducted a quantitative study using exploratory factor analysis, reliability analyses, correlational analyses, and by comparing mean differences in scores when grouped by teaching status, special education preparation and experience with individuals with ASD. My measure development process provided evidence for validity based on test content, response process, internal structure of the instrument as well as evidence based on relations to other variables. The result of this process was a highly reliable, unidimensional, 16-item scale to measure the construct of teaching students with ASD in inclusive early childhood classrooms. Based on these findings, this investigation has implications for research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10933534
Accession Number: ED590703
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale
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  Data: This is a multi-method study to develop and validate an instrument to measure teachers' self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive early childhood classrooms, "Teacher Self-efficacy for Teaching Students with ASD Inclusive Classrooms Scale": TSE-ASDI. I conducted literature and expert reviews as well as cognitive pre-testing with my target populations of pre-service and in-service early childhood teachers. I conducted a quantitative study using exploratory factor analysis, reliability analyses, correlational analyses, and by comparing mean differences in scores when grouped by teaching status, special education preparation and experience with individuals with ASD. My measure development process provided evidence for validity based on test content, response process, internal structure of the instrument as well as evidence based on relations to other variables. The result of this process was a highly reliable, unidimensional, 16-item scale to measure the construct of teaching students with ASD in inclusive early childhood classrooms. Based on these findings, this investigation has implications for research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 261
    Subjects:
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Inclusion
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      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Test Construction
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      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Early Childhood Education
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      – SubjectFull: Test Content
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      – SubjectFull: Test Reliability
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      – TitleFull: Developing and Validating the Teacher Self-Efficacy for Teaching Students with Autism Spectrum Disorder in Inclusive Classrooms (TSE-ASDI) Scale
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