Dados do Trabalho

Título

KNOWLEDGE, ATTITUDES, AND PRACTICES OF TEACHERS ON AUTISM SPECTRUM DISORDER: DEVELOPMENT AND VALIDATION OF THE CAP-TEA SCALE

Introdução

The adequate understanding of Autism Spectrum Disorder (ASD) among teachers is crucial for the effective integration of affected students in educational settings. This study focuses on developing a psychometrically robust tool to assess teachers' knowledge, attitudes, and practices (KAP) regarding ASD.

Objetivo

To develop and validate the CAP-TEA scale, a comprehensive instrument designed to measure the knowledge, attitudes, and practices of teachers towards ASD, enhancing educational outcomes through improved teacher preparedness.

Método

Following Pasquali's psychometric model for assessment tool construction, the study began with a scoping literature review and item drafting. The second phase involved selecting expert judges and conducting content and face validity using the Content Validity Index (IVC). The final stage refined the judges' reviews, structured the instrument's items, and assessed its psychometric properties, particularly focusing on semantic and content validation. A 22-item instrument was structured into domains of knowledge, attitude, and practice.

Resultados

The validation process demonstrated high content validity, with adjustments made based on expert feedback to ensure clarity and relevance. Preliminary testing in educational settings highlighted the instrument's potential to effectively gauge and enhance teachers' readiness to support ASD students.

Conclusão

The CAP-TEA scale provides a validated tool to assess and improve teacher competencies regarding ASD. By bridging gaps in knowledge and adjusting educational strategies, this tool supports the integration of neurodiverse students, demonstrating the essential role of collaboration between healthcare professionals and educators in fostering inclusive education.

Referências

Barned NE, Knapp NF, Neuharth-Pritchett S. Knowledge and Attitudes of Early Childhood Preservice Teachers Regarding the Inclusion of Children With Autism Spectrum Disorder. J Early Child Teach Educ. 2011 Oct;32(4):302–321.

Pasquali L. Principles of elaboration of psychological scales. Rev Psiquiatr Clin. 1998;206–13.

Bolarinwa O. Principles and methods of validity and reliability testing of questionnaires used in social and health science researches. Niger Postgrad Med J. 2015;22(4):195.

Fleiss JL, Levin B, Paik MC. Statistical Methods for Rates and Proportions. 3rd Edition. Hoboken, NJ: John Wiley & Sons; 2003.

Hernández Nieto RA. Contributions to statistical analysis: The Coefficients of Proportional Variance, Content Validity and Kappa. Mérida: Universidad de Los Andes; 2002.

Palavras Chave

AUTISM SPECTRUM DISORDER; Teacher Education; Psychometric Validation