A rise in the prevalence of students with ASD points to the need for more qualified and effective teachers to meet the needs of this population. Existing research delineates evidence-based practices and teaching standards positively improve educational outcomes for students with ASD. Teacher evaluation systems have the potential to highlight strengths and areas for improvement in special education teaching practices. Research on observation instruments to evaluate the unique skills and knowledge of special education teachers of students with ASD is limited. A need exists for high quality observation instruments to measure teacher performance in special education classrooms serving students with ASD. The purpose of this study was to examine the internal consistency reliability and the construct validity of the Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder (QIASD) scores. The researcher used a confirmatory factor analysis framework to determine if the QIASD quality indicators load onto the seven factors as hypothesized in the measurement model. The researcher found promising results but was not able to identify an acceptable model with this sample.
Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Hopkins, Rebecca, "Quality Indicators for Classrooms Serving Students with Autism Spectrum Disorder: A Construct Validation Study" (2018). Electronic Theses and Dissertations, 2004-2019. 5978.