Almost all reviewed instruments target general knowledge about autism rather than teachers' knowledge of autism-specific evidence-based practices, for which only two quantitative studies were found¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Only two quantitative studies in the review's search investigated teachers' knowledge of autism-specific practices, and neither classified whether those practices actually benefit children. → Nick Gerrit Hasche 2026
Evidence¶
Nick Gerrit Hasche 2026¶
Nick Gerrit Hasche, Charlotte Dignath, Sumeja Mustafi, Mareike Kunter. (2026). An International Review of Assessment Tools for Teachers' Professional Competence in Teaching Autistic Children. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10176-x
q3 · i? · review · r3
The review's search for instruments on practical knowledge of autism-specific practices found "only two quantitative studies" (Budiyanto et al., 2020; Dukpa et al., 2024); both asked teachers to judge inclusion practices without classifying practice effectiveness.
"In fact, within our search, we only found two quantitative studies that investigated teachers' knowledge about such practices (Budiyanto et al., 2020; Dukpa et al., 2024)."
Discussion¶
Related Claims¶
- A systematic review identified 52 instruments assessing teachers' competence for inclusive teaching of autistic children, with 28 assessing knowledge, 26 beliefs, and 11 motivation — related
- The most frequently adapted instruments predate the DSM-5, including Stone's 1987 Autism Knowledge Survey (adapted six times) and Olley et al.'s 1981 attitude scale — related
- No instruments were found measuring teachers' self-regulation in relation to inclusive teaching of autistic children, a gap the review flags for future research — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
knowledge-practices-gap-autism-teacher-instruments |
title |
Almost all reviewed instruments target general knowledge about autism rather than teachers' knowledge of autism-specific evidence-based practices, for which only two quantitative studies were found |
description |
Almost all reviewed instruments target general knowledge about autism rather than teachers' knowledge of autism-specific evidence-based practices, for which only two quantitative studies were found |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nick-gerrit-hasche-2026 |
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