Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers– Revised (ABAIT-R)
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Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers– Revised (ABAIT-R). / Nair, Rahul; Dutt, Anuradha; Nielsen, Tine.
In: Journal of Autism and Developmental Disorders, Vol. 50, 2020, p. 1081–1087.Research output: Contribution to journal › Journal article › Research › peer-review
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TY - JOUR
T1 - Psychometric Properties of the Ability in Behavior Assessment and Interventions for Teachers– Revised (ABAIT-R)
AU - Nair, Rahul
AU - Dutt, Anuradha
AU - Nielsen, Tine
PY - 2020
Y1 - 2020
N2 - Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a ‘don’t know’ option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to − 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers.
AB - Given the importance of competencies in functional behavior assessment (FBA) and behavioral interventions among teachers for managing problem behaviors among children with autism spectrum disorder (ASD) and other developmental disabilities, a previously reported ability in behavior assessment and interventions for teachers (ABAIT) needed improvements in the multiple-choices by adding a ‘don’t know’ option. This study reports on the psychometric properties of this revised scale (ABAIT-R) among 102 special educators assessed using Rasch models. It was found that the model had good fit and a wide spread of difficulties (3.63 to − 2.60). ABAIT-R had good targeting (over 85%) and high reliability (0.79). The assumptions of the model were met recommending sufficiency for the use of summated score from ABAIT-R among teachers.
KW - Faculty of Social Sciences
U2 - 10.1007/s10803-019-04286-5
DO - 10.1007/s10803-019-04286-5
M3 - Journal article
C2 - 31797185
VL - 50
SP - 1081
EP - 1087
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
ER -
ID: 229659076