Autism Student Assessment Plan-Revised (PAAA-R)

Development of an Assessment Instrument

Abstract

The growing enrollment of students with Autism Spectrum Disorder (ASD) in mainstream schools expands the need for comprehensive assessment processes capable of identifying barriers to learning and participation. These assessments are essential for informing pedagogical planning within Specialized Educational Services (SES). Grounded in the perspective of formative educational assessment and inclusive education, this article presents the development and revision of the Assessment Plan for Students with Autism (APSA), designed to address the scarcity of evaluation instruments tailored to the Brazilian school context. Originally developed by Ferreira (2018) and revised by Roveda (2025), the instrument evolved into APSA-R, comprising 145 items distributed across three areas and eight subareas, organized on a Likert scale and accompanied by a Guidance Manual. The findings demonstrate that APSA-R enhanced the quality of assessments conducted by SES teachers, fostering greater clarity in identifying learning barriers, increased precision in observations, strengthened teacher self-efficacy, and improved alignment between assessment and pedagogical planning. In conclusion, APSA-R represents a valuable educational tool capable of qualifying the assessment of students with ASD and supporting inclusive practices grounded in the specific needs identified within the school context.