Phát triển và kiểm định thang đo hành vi hợp tác của học sinh rối loạn phổ tự kỉ trong hoạt động hướng nghiệp

Tóm tắt

Collaborative behavior plays a crucial role for students with Autism Spectrum Disorder (ASD) in vocational activities. However, in Vietnam, no specialized instrument currently exists to assess this domain. This study aimed to develop and conduct a preliminary validation of the Collaborative Behavior in Vocational Activities Scale (CBC-V) for students with ASD. Methods: A mixed-methods design was employed, encompassing indicator development, expert validation, pilot testing, and a primary survey administered to 160 students with ASD aged 10–14 years across five specialized educational institutions. Data psychometric properties were evaluated using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). From the initial 64 items, the scale was streamlined to 32 items across four dimensions: (1) participation and initiation of collaboration; (2) response to social signals and joint attention; (3) sharing, turn-taking, and task coordination; and (4) support, responsibility, and social regulation. The scale demonstrated high internal consistency (Cronbach’s Alpha = 0.952; subscales ranging from 0.880 to 0.925). EFA confirmed a four-factor structure explaining 62.69% of the total variance (KMO = 0.915). CFA indicated a good model fit with the empirical data (CMIN/DF = 1.691; CFI = 0.901; IFI = 0.902; RMSEA = 0.066). The CBC-V exhibits strong reliability and structural validity, effectively capturing the collaborative behaviors of students with ASD in vocational settings. The scale can be utilized to support diagnostic assessment, inform individualized education plans (IEPs), and monitor student progress.