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Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-01-2014 | Original Paper

Social Validation of the New England Center for Children-Core Skills Assessment

Auteurs: Chata A. Dickson, Rebecca P. F. MacDonald, Renee Mansfield, Paulo Guilhardi, Cammarie Johnson, William H. Ahearn

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2014

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Abstract

We investigated the social validity of the NECC Core Skills Assessment (NECC-CSA) with parents and professionals as participants. The NECC-CSA is a measurement tool consisting of direct and indirect measures of skills important to all individuals with autism, across the lifespan. Participants (N = 245) were provided with a list of 66 skills, 47 of which were Core Skills from the NECC-CSA, and were asked to indicate which items they considered to be foundational. Participants endorsed items from the NECC-CSA as foundational skills, more than they endorsed the other items. Differences between parents and professionals are described and detailed with respect to individual assessment items. The NECC-CSA consists of socially validated skills that can be taken as a starting point for programs of instruction for individuals with ASDs.
vorige artikel Are Autistic Traits Measured Equivalently in Individuals With and Without An Autism Spectrum Disorder? An Invariance Analysis of the Autism Spectrum Quotient Short Form
volgende artikel Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders
Voetnoten
1
There are 48 Core Skills on the Core Skills Assessment. Forty-seven were assessed here because two of them are very similar to one another: “Matches pictures to objects” was included in the survey, and “Matches objects to pictures” was excluded.
 
Literatuur
Callahan, K., Henson, R. K., & Cowan, A. K. (2008). Social validation of evidence-based practices in autism by parents, teachers, and administrators. Journal of Autism and Developmental Disorders, 38, 676–692. doi:10.​1007/​s10803-007-0434-9.CrossRef
Dawson, G., & Osterling, J. (1997). Early intervention in autism: Effectiveness and common elements of current approaches. In M. J. Guralnick (Ed.), The effectiveness of early intervention: Second generation research (pp. 307–326). Baltimore: Brookes.
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439–450. doi:10.​1080/​1537441090285173​9.CrossRef
Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2010). Using participant data to extend the evidence base for intensive behavioral intervention for children with autism. American Journal on Intellectual and Developmental Disabilities, 115, 381–405.PubMedCrossRef
Gresham, F. M., & Lopez, M. F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11, 204–227. doi:10.​1037/​h0088930.CrossRef
National Institute of Mental Health. (2007). Autism spectrum disorders. Bethesda, MD: National Institute of Mental Health.
United States Department of Health and Human Services, Surgeon General. (1999). Mental health: A report of the Surgeon General. Washington, DC: David Satcher.
Wilczynski, S. M., Menousek, K., Hunter, M., & Mudgal, D. (2007). Individualized education programs for youth with Autism Spectrum Disorders. Psychology in the Schools, 44, 653–666. doi:10.​1002/​pits.​20255.CrossRef
Wilczynski, S. M., et al. (2009). National standards project. Randolph, MA: National Autism Center.
Metagegevens
Titel
Social Validation of the New England Center for Children-Core Skills Assessment
Auteurs
Chata A. Dickson
Rebecca P. F. MacDonald
Renee Mansfield
Paulo Guilhardi
Cammarie Johnson
William H. Ahearn
Publicatiedatum
01-01-2014
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 1/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-013-1852-5

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