Abstract
In this study, it was aimed to compare the consistency between the scores of both the parents and teachers of the same children according to different techniques for the four scales commonly used in the literature in measuring the degree of the disorder in children with autism spectrum disorder (ASD), and in the evaluation of repetitive behaviors and social communication-interaction behaviors, which are the leading indicators of the disorder. Participants of this study, which is a relational survey model, are the individuals diagnosed with ASD, between the ages of 3-23 (and N between 300 and 380), and attending schools and rehabilitation centers affiliated with the Ministry of National Education in the 2018-2019 academic year, as well as their parents (N between 292 and 379) and teachers (N between 298 and 378). Four different scales were used to evaluate the behavioral and developmental characteristics of children with ASD in the study. As a result of the research, it was seen that the scores obtained from parents and teachers, who completed different scales, were high in internal consistency within groups. Moreover, in some subscales, the difference between the reliability coefficients regarding the scores obtained from parents and teachers was statistically significant in favor of teachers. It was determined that the correlations regarding the scores obtained from the parents and teachers differed according to the sub-scales (low, medium, high level, and non-significant relationship). In this context, it was also found that it is not appropriate to interpret the consistency between parents and teachers based only on correlations.
Highlights
One of the most important purposes of measurement and assessment in the education and training process is to determine to what extent individuals have the attribute addressed and ensure that individuals' decisions are accurate according to this determination
This study was conducted in the correlational survey model (Karasar, 2000) since it was aimed to identify the consistency between the ratings of parents and teachers for the same children with autism spectrum disorder (ASD) based on scores of different scales that assess the behavioral and developmental characteristics of children with ASD utilizing different techniques, in other words since it was aimed to determine the level of coherence between parent and teacher scores
The internal consistency coefficients of SCC-R-PTV according to parent responses range from .930 to .981 and according to teacher responses, internal consistency coefficients range from .929 to .982; RBS-R-TV's internal consistency coefficients according to parent responses range from .686 to .929 and according to teachers' responses internal consistency coefficients range from .775 to
Summary
One of the most important purposes of measurement and assessment in the education and training process is to determine to what extent individuals have the attribute addressed and ensure that individuals' decisions are accurate according to this determination. This determination is often made by using a measurement tool. The basic assumption of the classical test theory (CTT) is that the individual's scores obtained from a measurement process are theoretically composed of true scores and error scores (Lord & Novick, 1968). Errors may arise from the individuals measured, the people who perform the measurement, the measurement tool, and the environment in which the measurement is made (Baykul 2000; Crocker and Algina 1986)
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