Table 2.

School measures used within the Longitudinal Study of Australian Students with Autism and their published reliability statistics

Instrument	Captures	Domains	Measured at	Reliability
Academic Competence Evaluation Scales (ACES)23	Academic functioning of student	Academic skills (reading/language arts, mathematics, critical thinking)Academic enablers (interpersonal skills, engagement, motivation, and study skills)	T1, T2, T3, T4, T5, T6	Internal Consistency22 (α): 0.94–0.99Test re-test22 0.88–0.97
Strengths and Difficulties Questionnaire - Teacher (SDQ)28	Profile of strengths and difficulties	Emotional symptomsBehavioural difficulties HyperactivityPeer problemsProsocial behaviours	T1, T2, T3, T4, T5, T6	Internal Consistency37 0.73Test re-test reliability37 0.62
Teacher survey (compiled from National Longitudinal Transition Study-2,20 US Department of Education and other sources, including the Longitudinal Study of Australian Children (LSAC)21	Student behaviours, teaching practices and school environment		T1, T2, T3, T4, T5, T6	NA
Principal Survey (compiled from National Longitudinal Transition Study-2,20 US Department of Education and other sources, including LSAC)21	whole school context in relation to programs/approaches used to educate children with autism		T1, T2, T3, T4, T5, T6	NA

NA, not applicable.