Since the Law for Tailored Education (Wet Passend Onderwijs) was implemented in Dutch schools in 2014, teachers have begun to struggle to manage and meet the growing complexity of needs in their...Show moreSince the Law for Tailored Education (Wet Passend Onderwijs) was implemented in Dutch schools in 2014, teachers have begun to struggle to manage and meet the growing complexity of needs in their students. Therefore, it is important to aid teachers in identifying the needs of students, so teachers can focus on meeting their students’ needs instead. This study attempts to find evidence for the usability of dynamic forms of testing for identifying the needs of children with autism or autism traits. Because the main aim was to identify differences in change of strategy-use after training in children with different levels of autism traits, a process-oriented approach was chosen. Using a dynamic version of the Rey Osterieth Complex Figure Test (ROCFT) with graduated prompts as training method, the change in strategy-use was measured in a randomized blocking experimental-control group design. The sample consisted of 87 children from third and fourth grade. Children who received training showed more change than children in the control condition. Additionally, there was no difference in strategy-use or change in strategy-use for children with different levels of autism traits and no relation was found between strategy-use and type of autism traits. The findings suggest that the usability of dynamic testing with graduated prompts holds for children with and without autism traits.Show less
