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Cross-cultural adaptation and validation of measures are necessary to provide evidence-based educational intervention services among children with autism spectrum disorder (ASD) across countries. Language plays an integral role in the cross-cultural adaptation and validation process of measures. Currently, there are limited validated tools in Chinese available to assess special education teachers' skills in functional behavior assessments and interventions in Mainland China to effectively support students with ASD. This study aimed to validate a Chinese version of the Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI-FBAI-CN) in mainland China. The SNI-FBAI, originally developed and validated in Singapore, in the English language, was translated, culturally adapted, and then administered to 239 special education teachers in two schools for children with ASD in China. Results show that the SNI-FBAI-CN has a three-factor structure (i.e., skills in behavioral assessment, skills in behavioral interventions, and needs for training) that fits the data well, with good reliability for the overall scale, as well as the three subscales. Partial measurement invariance was established between the Chinese and the original Singapore samples, providing additional construct validity evidence for this tool. Limitations of this study and directions for future research are discussed.
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The philosophy of Rudolf Steiner’s Anthroposophy, fundamental to Waldorf education, provides an alternative view on education to that in the non-western world. The article illustrates a rhizomatic, informal diffusion of ‘alternative education’ in contrast to ‘policy borrowing’ in education, reporting how Waldorf education and Anthroposophy are regarded and operated in an East Asian context. An initial exploratory study of this provides insider perspectives of ‘knowledgeable’ practitioners in Waldorf early childhood centres in East Asia, regarding their understanding and practices of Anthroposophy and its three key concepts: the Four Temperaments; the Seven-Year [development] cycle; and the Twelve Senses. Participants identified key features of Waldorf education: holistic development of the child; nature relatedness; modelling and imitation; and contextualisation and localisation. Many features of Waldorf education ran counter to significant values and practices in schooling in the local culture. The paper indicates how to reconcile these, and makes recommendations for further research.
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