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dc.contributor.authorKeen, Deb
dc.contributor.authorAdams, Dawn
dc.contributor.authorSimpson, Kate
dc.date.accessioned2021-02-24T23:08:58Z
dc.date.available2021-02-24T23:08:58Z
dc.date.issued2021
dc.identifier.issn1360-3116
dc.identifier.doi10.1080/13603116.2021.1881626
dc.identifier.urihttp://hdl.handle.net/10072/402440
dc.description.abstractAcademic 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.
dc.description.peerreviewedYes
dc.languageen
dc.publisherInforma UK Limited
dc.relation.ispartofjournalInternational Journal of Inclusive Education
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchEducation policy, sociology and philosophy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode3902
dc.subject.fieldofresearchcode3904
dc.titleTeacher ratings of academic skills and academic enablers of children on the autism spectrum
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationKeen, D; Adams, D; Simpson, K, Teacher ratings of academic skills and academic enablers of children on the autism spectrum, International Journal of Inclusive Education
dc.date.updated2021-02-21T23:22:12Z
dc.description.versionAccepted Manuscript (AM)
gro.description.notepublicThis publication has been entered as an advanced online version in Griffith Research Online.
gro.rights.copyrightThis is an Author's Accepted Manuscript of an article published in the International Journal of Inclusive Education, 03 Feb 2021, copyright Taylor & Francis, available online at: https://doi.org/10.1080/13603116.2021.1881626
gro.hasfulltextFull Text
gro.griffith.authorKeen, Deb A.
gro.griffith.authorAdams, Dawn M.
gro.griffith.authorSimpson, Kate M.


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