Translation and Transcultural Adaptation of the Self-Efficacy Scale for Teachers of Students with Autism: Autism Self-Efficacy Scale for Teachers (Asset)

CANABARRO, Renata Corcini Carvalho; TEIXEIRA, Maria Cristina Triguero Veloz; SCHMIDT, Carlo

doi:10.1590/S1413-65382418000200006

Renata Corcini Carvalho CANABARRO

PhD student by the Graduate Program in Education of the Federal University of Santa Maria - UFSM, Santa Maria - RS, Brazil. reccorcini@gmail.com.

Maria Cristina Triguero Veloz TEIXEIRA

PhD in Health Philosophy from the Federal University of Santa Catarina - UFSC. Professor at the Postgraduate Program in Developmental Disorders, Mackenzie Presbiterian University - UPM, São Paulo - SP, Brazil. cris@teixeira.org.

Carlo SCHMIDT

PhD in Education from the Federal University of Rio Grande do Sul - UFRGS. Professor at the Department of Special Education at Federal University of Santa Maria - UFSM, Santa Maria - RS, Brazil. carlo.schmidt@ufsm.br.

Original	Back-translator 1	DRM (%)	CRM	Back-translator 2	DRM (%)	CRM
1. Conduct an assessment of this student's developmental skills/learning skills	Carry out an assessment of developmental and learning skills	90	U	Conduct an assessment of the student's developmental/ learning skills	100	U
2. Describe this student's characteristics that relate to autism	Describe the characteristics of the student that relate to autism	100	U	Describe the characteristics of this student related to autism	100	U
3. Describe the implications for intervention based on this student's characteristics of autism	Describe the implications for intervention based on the characteristics of the student with autism	100	U	Describe the implications for intervention based on the autism characteristics of the student	90	SA
4. Translate assessment information into teaching goals and objectives for this student	Translate assessment information into teaching goals and objectives for this student	100	U	Translate assessment information into goals and learning objectives for this student	90	U
5. Write a measurable objective for this student	Write measurable goals for the student	90	U	Write a measurable objective for this student	100	U
6. Write a teaching plan for this student based on goals and objectives	Build a teaching plan for this student based on their goals	90	SA	Write a teaching plan for this student based on goals and objectives	100	U
7. Generate teaching activities for this student	Generate teaching activities for this student	100	U	Create teaching activities for this student	100	U
8. Organize the classroom to increase opportunities for learning for this student	Organize the classroom to increase teaching opportunities for this student	90	SA	Organize the classroom to enhance learning opportunities for this student	100	U
9. Use visual structure to increase this student's independence	Utilize visual elements and aids to increase the student's independence	80	U	Use visual structure to increase the independence of this student	100	U
10. Help this student understand others	Help the student to understand others	100	U	Help this student to understand others	100	U
11. Help this student be understood by others	Help the student be understood by others	100	U	Help this student to be understood by others	100	U
12. Provide opportunities for communication in the classroom throughout the day for this student	Provide opportunities for interaction for this student in the classroom throughout the day	90	SA	Provide communication opportunities in the classroom throughout the day for this student	100	U
13. Assess the causes of problematic behaviors of this student	Assess the causes of this student's behavioral problems	90	U	Assess the causes of problematic behavior of this student	100	U
14. Design positive behavioral supports for this student	Plan strategies to achieve and ensure positive behavior from the student	70	U	Outline positive behavior support for this student	90	SA
15. Implement positive behavioral supports for this student	Implement these strategies	40	VA	Put in place positive behavior support for this student	90	SA
16. Collect data to monitor this student's progress toward objectives	Collect data regarding the progress of this student in relation to proposed goals	90	U	Collect data to monitor the progress of this student against goals	40	U
17. Make use of data to re-evaluate this student's goals or objectives	Use this data to assess goals	70	SA	Make use of the data to re-evaluate the goals and objectives of this student	100	U
18. Assess this student's social interaction skills	Evaluate this student's social interaction skills	90	U	Assess the social interaction skills of this student	100	U
19. Assess this student's play skills	Evaluate this student's play skills	90	U	Assess this student's ability to play	90	U
20. Teach this student social interaction	Teach this student social interactions	100	U	Teach social interaction to this student	100	U
21. Teach this student play skills	Teach this student play skills	100	U	Teach this student to play	90	U
22. Train peer models to improve the social skills of this student	Teach the student's peers to teach him/her social skills	60	VA	Practice group models to improve the social skills of this student	70	SA
23. Describe parental concerns regarding this student	Describe the concerns of this student's parents	100	VA	Describe parental concerns in respect of this student	100	U
24. Communicate and work effectively with this student's parent(s) or caregiver	Communicate and work cooperatively with the parents or caregivers of this student	90	VA	Communicate and effectively work with the parents or caregivers of this student	100	SA
25. Describe parental priorities for learning with regard to this student	Describe the parents' priorities for the student's learning	100	U	Describe parental priorities for learning in respect of this student	100	U
26. Help this student remain engaged	Help the student stay engaged	90	U	Help this student to stay engaged	100	U
27. Sustain this student's attention	Keep the student's attention	90	U	Sustain the attention of this student	100	U
28. Motivate this student	Motivate the student	100	U	Motivate this student	100	U
29. Help this student feel successful	Help this student feel competente	90	U	Help this student to feel successful	100	SA
30. Teach this student academic skill	Teach academic skills to this student	100	U	Teach academic skills to this student	100	U

Degree of equivalence between the back-translation items and the original ASSET scale	Denotative referential meaning		Evaluator's judgment between the translation items and the original ASSET scale	Connotative/general meaning
	Back-translator 1 Number and percentage of items that present equivalence	Back-translator 2 Number and percentage of items that present equivalence		Number and percentage of items that present equivalence	Back-translator 2 Number and percentage of items that present equivalence
90 - 100%	25 (83,3)	28 (93,3)	Unchanged	22 (73,3)	24 (80,0)
70 > 90%	3 (10,0)	1 (3,3)	Slightly altered	4 (13,3)	6 (20,0)
50 > 70%	1 (3,3)	-	Very altered	4 (13,3)	-
> 50%	1 (3,3)	1 (3,3)	Completely altered	-	-
Total	30 (100)	30 (100)	Total	30 (100)	30 (100)

Item	Description in the translation(s)	Description proposed in the synthesis version
1	Realizar uma avaliação das habilidades de desenvolvimento e aprendizagem (T1) (Carry out an assessment of developmental and learning skills) Conduzir uma avaliação das habilidades de desenvolvimento/ aprendizagem do aluno (T2) (Conduct an assessment of the student's developmental/ learning skills)	Realizar uma avaliação das habilidades de desenvolvimento/ aprendizagem do aluno (Carry out an assessment of the student's developmental/learning skills)
7	Gerar atividades de ensino para este estudante (T1) (Generate teaching activities for this student) Criar atividades de ensino para este aluno (T2) (Create teaching activities for this student)	Elaborar atividades de ensino para o aluno (Elaborate teaching activities for the student)
15	Implementar apoio de comportamento positivo para este aluno (T2) (Put in place positive behavior support for this student)	Implementar apoio para os comportamentos positivos do aluno (Implement support for the positive behavior of the student)
16	Coletar dados a respeito do progresso desse aluno em relação aos objetivos propostos (T1) (Collect data regarding the progress of this student in relation to proposed goals) Coletar dados para monitorar o progresso deste aluno frente a objetivos (T2) (Collect data to monitor the progress of this student against goals)	Coletar dados para monitorar o progresso do aluno em relação aos objetivos propostos (Collect data to monitor the progress of the student in relation to the proposed goals)
17	Fazer uso dos dados para reavaliar as metas e objetivos deste aluno (T2) (Make use of the data to re-evaluate the goals and objectives of this student)	Fazer uso dos dados coletados para reavaliar as metas e os objetivos do aluno (Make use of the data collected to re-evaluate the goals and objectives of the student)
21	Ensinar a este aluno habilidades de brincadeira (T1) (Teach this student play skills) Ensinar este aluno a brincar (T2) (Teach this student to play)	Ensinar ao aluno habilidades de brincar (Teach the student play skills)
22	Ensinar os pares do aluno a ensinar-lhe habilidades sociais (T1) (Teach the student's peers to teach him/her social skills) Treinar modelos de grupos para aprimorar as habilidades sociais deste aluno (T2) (Practice group models to improve the social skills of this student)	Ensinar os pares para aprimorar as habilidades sociais do aluno (Teach the peers to improve the social skills of the student)
23	Descrever as preocupações dos pais deste aluno (T1) (Describe the concerns of this student's parents) Descrever preocupações parentais em relação a este aluno (T2) (Describe parental concerns in respect of this student)	Descrever preocupações dos pais em relação ao aluno (Describe parents' concerns regarding the student)
24	Comunicar e efetivamente trabalhar com os pais ou cuidadores deste aluno (T2) (Communicate and effectively work with the parents or caregivers of this student)	Comunicar e trabalhar efetivamente com os pais ou cuidadores do aluno (Communicate and effectively work with the parents or caregivers of the student)
25	Descrever as prioridades dos pais para a aprendizagem do aluno (T1) (Describe the parents' priorities for the student's learning) Descrever prioridades parentais para aprendizagem em relação a este aluno (T2) (Describe parental priorities for learning in respect of this student)	Descrever prioridades dos pais em relação à aprendizagem do aluno (Describe parents' priorities in relation to the student's learning)

Synthesis version for the pilot study	Final version
3. Descrever as implicações para intervenção baseadas nas características do aluno com autismo. (Describe the implications for intervention based on the characteristics of the student with autism)	Planejar a intervenção com base nas características do aluno com autismo. (Plan the intervention based on the characteristics of the student with autism)
4. Traduzir informações da avaliação em metas e objetivos de ensino para o aluno. (Translate assessment information into teaching goals and objectives for the student)	Interpretar informações da avaliação para definição das metas e objetivos de ensino para o aluno. (Interpret assessment information for setting learning goals and objectives for the student)
5. Escrever objetivos mensuráveis para o aluno. (Write measurable objectives for the student)	Escrever objetivos que possam ser verificados claramente quando atingidos pelo aluno. (Write objectives that can be clearly verified when reached by the student)
16. Coletar dados para monitorar o progresso do aluno em relação aos objetivos propostos. (Collect data to monitor the progress of the student in relation to the proposed objectives)	Reunir informações para avaliar o progresso do aluno em relação aos objetivos propostos. (Gather information to assess the student's progress in relation to the proposed objectives)
20. Ensinar interação social ao aluno. (Teach social interaction to the student)	Ensinar habilidades/estratégias de interação social ao aluno. (Teach skills/strategies of social interaction to the student)
22. Ensinar os pares para aprimorar as habilidades sociais do aluno. (Teach peers to improve the student's social skills)	Ensinar os colegas para aprimorar as habilidades sociais do aluno. (Teach colleagues to improve the student's social skills)

ESCALA DE AUTOEFICÁCIA PARA PROFESSORES DE ALUNOS COM AUTISMO
Nome: Data: Este questionário foi concebido para auxiliar na melhor compreensão dos tipos de coisas que criam dificuldades para os professores de alunos com autismo. Por favor, avalie seu grau de certeza em relação aos itens discutidos, no que diz respeito ao aluno com autismo, que você pode fazer. Escreva o número apropriado no espaço fornecido.
Escreva o número apropriado no espaço dado. Avalie seu grau de confiança ao marcar o número de 0 a usando a escala dada abaixo: 0 (não posso fazer nada) 5 (certamente posso fazer)
Lembre-se de responder com o(s) aluno(s) em mente
		Confiança (0-5)
1.	Realizar uma avaliação das habilidades de desenvolvimento/aprendizagem do aluno.
2.	Descrever as características do aluno que se relacionam ao autismo.
3.	Planejar a intervenção com base nas características do aluno com autismo.
4.	Interpretar informações da avaliação para definição das metas e dos objetivos de ensino para o aluno.
5.	Escrever objetivos que possam ser verificados claramente quando atingidos pelo aluno.
6.	Escrever um plano de ensino para o aluno baseado em metas e objetivos.
7.	Elaborar atividades de ensino para o aluno.
8.	Organizar a sala de aula para aumentar as oportunidades de aprendizagem para o aluno.
9.	Utilizar estrutura visual para aumentar a independência do aluno.
10.	Auxiliar o aluno a compreender os outros.
11.	Auxiliar o aluno a ser entendido pelos outros.
12.	Proporcionar oportunidades de comunicação em sala de aula ao longo do dia para o aluno.
13.	Avaliar as causas dos problemas de comportamento do aluno.
14.	Planejar apoio para os comportamentos positivos do aluno.
15.	Implementar apoio para os comportamentos positivos do aluno.
16.	Reunir informações para avaliar o progresso do aluno em relação aos objetivos propostos.
17.	Fazer uso dos dados coletados para reavaliar as metas e os objetivos do aluno.
18.	Avaliar as habilidades de interação social do aluno.
19.	Avaliar a habilidade de brincar do aluno.
20.	Ensinar habilidades/estratégias de interação social ao aluno.
21.	Ensinar ao aluno habilidades de brincar.
22.	Ensinar os colegas para aprimorar as habilidades sociais do aluno.
23.	Descrever preocupações dos pais em relação ao aluno.
24.	Comunicar e trabalhar efetivamente com os pais ou cuidadores do aluno.
25.	Descrever prioridades dos pais em relação à aprendizagem do aluno.
26.	Auxiliar o aluno a manter-se engajado.
27.	Sustentar a atenção do aluno.
28.	Motivar o aluno.
29.	Auxiliar o aluno a sentir-se competente.
30.	Ensinar habilidades acadêmicas ao aluno.

SELF-EFFICACY FOR TEACHERS OF STUDENTS WITH AUTISM SCALE
Name: Date: This questionnaire has been designed to help better understand the types of things that create difficulties for teachers of students with autism. Please rate your degree of certainty in relation to the items discussed, with regard to the student with autism, which you can do. Write the appropriate number in the space provided.
Write the appropriate number in the space provided. Evaluate your confidence rate by writing the numbe from 0 to 5 using the scale given below. 0 (I cannot do anything) 5 (I can certainly do it)
Make sure you respond with the student(s) in mind
		Confidence (0-5)
1.	Carry out an assessment of the student's developmental/learning skills
2.	Describe the characteristics of the student that relate to autism.
3.	Plan the intervention based on the characteristics of the student with autism.
4.	Interpret assessment information for setting learning goals and objectives for the student.
5.	Write objectives that can be clearly verified when reached by the student.
6.	Write a teaching plan for the student based on goals and objectives.
7.	Elaborate teaching activities for the student.
8.	Organize the classroom to increase learning opportunities for the student.
9.	Use visual structure to increase the student's independence.
10.	Help the student to understand others.
11.	Help the student to be understood by others.
12.	Provide communication opportunities in the classroom throughout the day for the student.
13.	Assess the causes of problematic behavior of the student.
14.	Plan support for the positive behavior of the student.
15.	Implement support for the positive behavior of the student
16.	Gather information to assess the student's progress in relation to the proposed objectives
17.	Make use of the data collected to re-evaluate the goals and objectives of the student.
18.	Assess the social interaction skills of the student.
19.	Assess the student's ability to play.
20.	Teach skills/strategies of social interaction to the student.
21.	Teach the student play skills.
22.	Teach colleagues to improve the student's social skills.
23.	Describe parents' concerns regarding the student.
24.	Communicate and effectively work with the parents or caregivers of the student.
25.	Describe parents' priorities in relation to the student's learning.
26.	Help the student to remain engaged.
27.	Sustaining the attention of the student.
28.	Motivate the student.
29.	Help the student feel successful.
30.	Teach academic skills to the student.

[TFN3] Legend: DRM: denotative/referential meaning; CRM: connotative/referential meaning; U: unchanged; SA:

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ABSTRACT: