Measuring the quality of life of students with autism in Chilean general education schools

Introduction The enrollment of students with autism in the Chilean general education system has increased exponentially, posing challenges for schools, which need useful approaches and strategies to enable them to respond to students and fulfill their aspirations and needs. The Quality of Life Index-Primary Education (QoLI-PE) is an assessment tool, initially developed in Spain, designed to assess the quality of life (QoL) of students with intellectual and developmental disabilities (IDD) in general education. This study aims to evaluate the psychometric properties and potential utility of the QoLI-PE in a population of students with autism enrolled in Chilean general schools. Specific aims included analyzing evidence of validity regarding internal structure, analyzing reliability, and exploring the QoL of students with autism in Chilean general schools. Method 242 students with autism attending general education schools in four regions of Chile were assessed by key informants using the QoLI-PE. Confirmatory factor analyses (CFA) were conducted, based on the theoretical model and the configuration previously tested in the Spanish context. Both the first-order model and the second-order model were tested. Reliability was reported according to internal consistency. To compare domains at the within-subjects level, results were analyzed using repeated measures ANOVA and post-hoc analyses. Results The second-order model was selected as the more plausible representation. Overall, the CFA supported the internal structure of the instrument for a model composed of eight domains, in which all items presented high and significant factor loadings. Internal consistency was excellent for all domains. Students with autism scored higher on material well-being and rights, while self-determination, interpersonal relationships, and social inclusion were the areas of greatest concern. Discussion The potential utility of the QoLI-PE in Chilean schools is analyzed, specifically in terms of its contribution to the goals of the recent law regulating the inclusion of people with autism. Possible intervention strategies informed by the instrument are discussed as a means to guide and support the inclusion of Chilean students with autism at different levels. Future directions based on similarities in the application of the instrument between Chile and Spain are highlighted.