Assist Technol. 2014 Summer;26(2):81-7. doi: 10.1080/10400435.2013.833557.
The No Child Left Behind Act of 2001 specifically mandates that all students participate in the general assessment process or some form of alternate assessment as a measure of school accountability for student academic progress. Although levels of communication difficulties, intellectual impairment, and specific diagnoses such as autism spectrum disorders (ASDs) are correlated with increased probability of participating in alternate assessment methods, very little empirical research has focused on identifying predictors for students' assessment modality. Archival data from the Special Education Elementary Longitudinal Study (SEELS; 2005) were used to examine variables that predict whether elementary school students with ASD participated in the general or alternate assessment. Results indicated that receptive and expressive communication abilities appear to influence participation in the general vs. alternate assessment in tandem with access to assistive technology. Students with ASDs were approximately 2.71 times more likely to participate in the general assessment when they had access to assistive technology. Next, we performed a second, follow-up analysis for only ASD students with communication problems. The odds ratio value increased to 14.9 indicating that ASD students with communication problems that had access to assistive technology were almost 15 times more likely to participate in the general assessment than students with communication problems without access to assistive technology.
2001 年的《不让一个孩子掉队法案》明确要求所有学生都参与一般评估过程或某种替代评估，以此作为衡量学校学生学业进步的责任的一种方式。尽管沟通困难程度、智力障碍以及自闭症谱系障碍（ASD）等特定诊断的水平与参与替代评估方法的可能性增加相关，但很少有实证研究专注于确定学生评估方式的预测因素。特殊教育基础纵向研究（SEELS；2005 年）的档案数据被用来检验预测哪些有 ASD 的小学生参与一般评估或替代评估的变量。结果表明，接受性和表达性沟通能力似乎与获得辅助技术一起影响着参与一般评估与替代评估的情况。当有辅助技术可用时，患有 ASD 的学生参与一般评估的可能性大约增加 2.71 倍。接下来，我们仅对有沟通问题的 ASD 学生进行了第二次后续分析。比值比的值增加到 14.9，表明有沟通问题且有辅助技术的 ASD 学生参与一般评估的可能性几乎是没有辅助技术的有沟通问题的学生的 15 倍。
