Special Needs Education Longitudinal Study(SNELS): Assessment Data in the School year of 2007

The hidden curves of risk: a nonlinear model of cumulative risk and school bullying victimization among adolescents with autism spectrum disorder

“…The study employs a secondary analysis of cross-sectional data from the Taiwan Special Needs Education Longitudinal Study (SNELS), initiated by Wang in 2007 and supported by Taiwan's National Science Council [ 45 ]. The 2011 SNELS survey was designed in Mandarin Chinese to evaluate the adaptability of students with disabilities in a variety of life and academic contexts.…”

“…It utilized a nationally representative sample of students with disabilities from across Taiwan, as identified in the Taiwan National Special Education Reporting Network (TNSERN) case list. In SNELS, the sampling was conducted on an individual student basis rather than by schools [ 45 ]. This method was chosen to avoid biases in the disability category representation that might result from cluster sampling at the school level.…”

“…The SNELS manual indicates that variables such as the type of disability services, socioeconomic status, school location, and gender were not considered in the sampling framework. This was under the premise that a random sampling process would ensure the sample's distribution of these variables would closely reflect the population's characteristics [ 45 ].…”

“…A primary aim of the Special Needs Education Longitudinal Study (SNELS) was to assess the adaptability of students with disabilities within their daily routines. Consequently, the survey incorporated items to evaluate the participants' competencies in this area [ 45 ]. Four items, detailed in Table 1 , were included in the SNELS, prompting teachers to rate the extent of each student's decision-making ability, problem-solving resilience, time management, and task organization on a Likert scale ranging from 1 (strongly agree) to 4 (strongly disagree), with higher scores denoting lower adaptability.…”

“…After assessing the quality of the measurement, we calculated descriptive statistics and bivariate correlations to explore the associations between various risk factors and SBV. It is important to note that the sampling strategy implemented by SNELS was centered on individual students with disabilities, rather than on a cluster sampling approach at the class or school level [ 45 ]. Additionally, the intra-class correlation coefficient (ICC) for SBV was found to be negligible, registering close to zero (indeed, it was calculated at -0.14).…”