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One of the most cited methodological issues is with the response format, which is traditionally a single-response Likert response format. Therefore, our study aims to elucidate and illustrate an alternative response format and analytic technique, Thurstonian item response theory (IRT), for analyzing data from surveys using an alternate response format, the forced-choice format. Specifically, we strove to give a thorough introduction of Thurstonian IRT at a more elementary level than previous publications in order to widen the possible audience. This article presents analyses and comparison of two versions of a self-report scale, one version using a single-response format and the other using a forced-choice format. Drawing from lessons learned from our study and literature, we present a number of recommendations for conducting research using the forced-choice format and Thurstonian IRT, as well as suggested avenues for future research.

Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

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