Affiliation:
1. School of Education University of Saint Joseph Macau SAR China
2. Psychology, and Child and Human Development National Institute of Education Nanyang Technological University Singapore Singapore
3. Department of Dentistry—Quality and Safety of Oral Healthcare Radboud University Medical Center Radboud Institute for Health Sciences Nijmegen The Netherlands
Abstract
AbstractCross‐cultural adaptation and validation of measures are necessary to provide evidence‐based educational intervention services among children with autism spectrum disorder (ASD) across countries. Language plays an integral role in the cross‐cultural adaptation and validation process of measures. Currently, there are limited validated tools in Chinese available to assess special education teachers' skills in functional behavior assessments and interventions in Mainland China to effectively support students with ASD. This study aimed to validate a Chinese version of the Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN) in mainland China. The SNI‐FBAI, originally developed and validated in Singapore, in the English language, was translated, culturally adapted, and then administered to 239 special education teachers in two schools for children with ASD in China. Results show that the SNI‐FBAI‐CN has a three‐factor structure (i.e., skills in behavioral assessment, skills in behavioral interventions, and needs for training) that fits the data well, with good reliability for the overall scale, as well as the three subscales. Partial measurement invariance was established between the Chinese and the original Singapore samples, providing additional construct validity evidence for this tool. Limitations of this study and directions for future research are discussed.