Teacher ratings of academic skills and academic enablers of children on the autism spectrum

ABSTRACT

Academic 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.

KEYWORDS:

• Autism
• school
• academic achievement
• academic enablers

Acknowledgements

We are grateful to the families and teachers for giving their time to support this research study. The authors acknowledge the work of the team members. The financial support of the Cooperative Research Centre for Living with Autism (Autism CRC), established and supported under the Australian Government’s Cooperative Research Centres Program, is also acknowledged.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Cooperative Research Centre for Living with Autism.

Notes on contributors

Deb Keen

Deb Keen is an Emeritus Professor in Education with the Autism Centre of Excellence, Griffith University. She has published in excess of 60 academic journal papers, books and book chapters. Her research is primarily focused on ways to enhance participation and engagement of individuals with ASD and their families in home, school and community. More specifically, she undertakes research on evidence-based practices, communication, problem behaviour, early intervention, and family-centred practice.

Dawn Adams

Dawn Adams is an Associate Professor and a registered Clinical Psychologist in the UK, Australia and New Zealand. Her research focuses upon anxiety, well-being and behaviour in individuals with autism as well as those with neurodevelopmental disorders and intellectual disabilities. Dawn is an established researcher in the field; she has published 50 articles and book chapters and has been awarded over $3.3 million in research funding both in Australia and internationally.

Kate Simpson

Kate Simpson is a Senior Lecturer with the Autism Centre of Excellence, Griffith University. She has worked with individuals with diverse needs and their families for over 20 years as an occupational therapist, teacher and researcher. Her research focuses on participation in children with autism, particularly, child and environmental factors that may facilitate or restrict participation in life activities.