Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy / Hussain A. ALMALKY in Research in Autism, 136 (August 2026)  

Public ISBD [article]  inResearch in Autism > 136 (August 2026) . - 202960 Titre : Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy Type de document : texte imprimé Auteurs : Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur Article en page(s) : 202960 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Teacher reflection  School transition  Mathematics  teaching efficacy  Saudi Arabia Index. décimale : PER Périodiques Résumé : This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592 [article] Modeling teachers’ reflections on school transition practices for students with autism and/or intellectual disabilities: Evidence from bifactor SEM and associations with mathematics teaching efficacy [texte imprimé] / Hussain A. ALMALKY, Auteur ; Garyfalia CHARITAKI, Auteur ; Anastasia ALEVRIADOU, Auteur . - 202960. Langues : Anglais (eng) in Research in Autism > 136 (August 2026) . - 202960 Mots-clés : Autism spectrum disorder  Teacher reflection  School transition  Mathematics  teaching efficacy  Saudi Arabia Index. décimale : PER Périodiques Résumé : This study models teachers’ reflections on school transition practices for students with autism spectrum disorder (ASD) and/or Intellectual Disabilities as a hierarchical cognitive-metacognitive ability and evaluates its latent structure using structural equation modeling (SEM) and bifactor item response theory (IRT). Drawing on hierarchical models of intelligence, we examined whether reflective professional reasoning comprises a general factor alongside domain-specific components. A sample of 237 special education teachers working with students with ASD and/or Intellectual Disabilities completed measures of reflective transition practices and mathematics teaching efficacy. Results from SEM supported a correlated multidimensional structure, while bifactor modeling indicated the presence of a statistically identifiable general reflective reasoning dimension coexisting with substantial domain-specific variance. The general factor demonstrated high reliability, although explained common variance suggested meaningful differentiation across domains. Reflective reasoning was strongly associated with mathematics teaching efficacy (r = .63), and structural modeling indicated that teachers’ reflections on school transition practices positively predicted mathematics teaching efficacy beliefs (β =.30). These findings position reflections on transition practices for students with ASD and/or Intellectual Disabilities as a hierarchical cognitive construct linked to performance-related beliefs in a reasoning-intensive domain. Implications for modeling professional cognition and teacher development in autism-related educational contexts are discussed. En ligne : https://doi.org/10.1016/j.reia.2026.202960 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=592

School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives / Hussain A. ALMALKY in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3949-3957 Titre : School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives Type de document : texte imprimé Auteurs : Hussain A. ALMALKY, Auteur ; Saeed S. ALQAHTANI, Auteur Article en page(s) : p.3949-3957 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Disabled Persons  Employment  Humans  Schools  Students  Disabilities  School and business partnerships  Training  Transition Index. décimale : PER Périodiques Résumé : This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers' perspectives on students' skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support. En ligne : http://dx.doi.org/10.1007/s10803-021-05276-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 [article] School and Business Partnerships to Support Job Training for Students with Developmental and Other Disabilities: Employers' Perspectives [texte imprimé] / Hussain A. ALMALKY, Auteur ; Saeed S. ALQAHTANI, Auteur . - p.3949-3957. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3949-3957 Mots-clés : Autism Spectrum Disorder  Disabled Persons  Employment  Humans  Schools  Students  Disabilities  School and business partnerships  Training  Transition Index. décimale : PER Périodiques Résumé : This study examines partnerships between schools and businesses that are intended to foster training and employment opportunities for secondary students with developmental and other disabilities in Saudi Arabia. A survey was developed to investigate employers' perspectives on students' skills, practical strategies for training, and their contribution. Fifty-two employers participated in the survey. The findings revealed the most valued skills on job sites, such as self- determination, social, and job skills, and believed that coordination, job matching, and joint supervision are successful practices that improve training. The employers concluded that some of their contributions to such partnerships include participation in curriculum development, training students in their workplaces under their supervision, and offering financial support. En ligne : http://dx.doi.org/10.1007/s10803-021-05276-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485

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