Assistive Technology as a Predictor of General or Alternate Assessment Among Elementary-aged Students With Autism Spectrum Disorders.
The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment,...
| Publicado en: | Assistive Technology Vol. 26; no. 2; pp. 81 - 88 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Summer2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=96067382&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 96067382 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10400435 YVP jtl: Assistive Technology issn: 10400435 maglogo: Y pubinfo: dt: Summer2014 vid: 26 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 96067382 96067382 96067382 10.1080/10400435.2013.833557 96067382 ppf: 81 ppct: 7 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Assistive Technology as a Predictor of General or Alternate Assessment Among Elementary-aged Students With Autism Spectrum Disorders. aug: au: Barnard-Brak, Lucy Thompson, Samuel Wei, Tianlan Richman, David affil: Texas Tech University, Lubbock, Texas, USA sug: subj: Autism Spectrum Disorder Academic Performance Evaluation Assistive Technology Utilization Accountability Socioeconomic Factors Communication Skills Evaluation Questionnaires Scales Retrospective Design Descriptive Statistics Data Analysis Software Multivariate Analysis Power Analysis Logistic Regression Odds Ratio P-Value Child Female Male Human Child: 6-12 years Female Male ab: The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment, and specific diagnoses such as autism spectrum disorders (ASDs) are correlated with increased probability of participating in alternate assessment methods, very little empirical research has focused on identifying predictors for students’ assessment modality. Archival data from the Special Education Elementary Longitudinal Study (SEELS; 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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