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Direct linkKilgus, Stephen P.; Riley-Tillman, T. Chris; Stichter, Janine P.; Schoemann, Alexander M.; Owens, Sarah – Assessment for Effective Intervention, 2019
A line of research has supported the development and validation of Direct Behavior Rating--Single Item Scales (DBR-SIS) for use in progress monitoring. Yet, this research was largely conducted within the general education setting with typically developing children. It is unknown whether the tool may be defensibly used with students exhibiting more…
Descriptors: Behavior Rating Scales, Interpersonal Competence, Middle School Students, Intervention
Park, Mi N.; Moulton, Emily E.; Laugeson, Elizabeth A. – Focus on Autism and Other Developmental Disabilities, 2023
The establishment of reciprocal friendships is a challenge for many individuals with autism spectrum disorder (ASD). Social interaction difficulties emerge early, persist throughout development, and have widespread functional impact. As such, interventions focused on social functioning are needed in early intervention programs. This two-part study…
Descriptors: Autism Spectrum Disorders, Diagnostic Tests, Observation, Intelligence Tests
Kyle Thomas Sterrett – ProQuest LLC, 2021
Most social communication tests used to measure change in young children with autism spectrum disorder have not undergone rigorous psychometric evaluation. Notably, and most relevant to the early intervention literature, there is little information on the sensitivity of these measures to change over time, despite their frequent use. Further, most…
Descriptors: Autism Spectrum Disorders, Diagnostic Tests, Observation, Adjustment (to Environment)
Download full textAksoy, Pinar – Online Submission, 2019
Social and emotional development is an important area for children, which includes social-emotional learning skills. It is necessary to know that the development and clarification processes of social-emotional learning require an efficacious assessment process. This study aims to reveal how social emotional learning methods of preschool children…
Descriptors: Social Development, Emotional Development, Preschool Children, Student Evaluation
Reed, Phil; Giles, Ashleigh; White, Shonagh; Osborne, Lisa A. – Autism: The International Journal of Research and Practice, 2019
Reaction to a child's diagnosis can strongly affect the parent, but little is known about the aspects of the diagnostic process associated with such reactions. The pre-diagnostic levels of anxiety, depression, and parenting stress of 67 volunteer mothers of children subsequently diagnosed with autism spectrum disorder were assessed, along with the…
Descriptors: Mothers, Mother Attitudes, Parent Child Relationship, Clinical Diagnosis
Coulter, Kirsty L.; Barton, Marianne L.; Robins, Diana L.; Stone, Wendy L.; Fein, Deborah A. – Autism: The International Journal of Research and Practice, 2021
Although the early behaviors associated with autism spectrum disorder have been well characterized, many behaviors are also commonly observed in young children with other developmental delays and even in those with typical development. Therefore, consideration must be given to whether a child demonstrates sufficient autism spectrum disorder…
Descriptors: Symptoms (Individual Disorders), Autism, Pervasive Developmental Disorders, Toddlers
Gardner, Lauren M.; Campbell, Jonathan M.; Bush, Andrew J.; Murphy, Laura – Journal of Psychoeducational Assessment, 2018
We contrasted Behavior Assessment System for Children, Second Edition--Parent Rating Scales--Preschool Form (BASC-2 PRS-P) parent ratings for 242 (52% African American; 39% White) preschool-aged children from three diagnostic groups: autism spectrum disorder (ASD), intellectual disability (ID), and ASD and ID (ASD/ID). Across diagnostic groups,…
Descriptors: Autism, Pervasive Developmental Disorders, Child Behavior, Rating Scales
Colombi, Costanza; Narzisi, Antonio; Ruta, Liliana; Cigala, Virginia; Gagliano, Antonella; Pioggia, Giovanni; Siracusano, Rosamaria; Rogers, Sally J.; Muratori, Filippo – Autism: The International Journal of Research and Practice, 2018
Identifying effective, community-based specialized interventions for young children with autism spectrum disorder is an international clinical and research priority. We evaluated the effectiveness of the Early Start Denver Model intervention in a group of young children with autism spectrum disorder living in an Italian community compared to a…
Descriptors: Pervasive Developmental Disorders, Autism, Emergent Literacy, Models
Schaefer, John M.; Cannella-Malone, Helen; Brock, Matthew E. – Remedial and Special Education, 2018
Peer support arrangements are an evidence-based practice for increasing interactions between students with severe disabilities and their peers in general education classrooms, but it is unclear how interactions vary across instructional formats or generalize outside the classroom. In this single-case design study, we tested the efficacy of peer…
Descriptors: Severe Disabilities, Peer Influence, Educational Environment, Intellectual Disability
Chou, Wan-Chi; Lee, Gabrielle T.; Feng, Hua – Education and Training in Autism and Developmental Disabilities, 2016
The purpose of this study was to investigate the effectiveness of a behavioral art program in improving social skills for two children with autism in group settings. A multiple probe design across behaviors was used. The results indicated that for both children, the program increased the percentages of spontaneous verbal communications,…
Descriptors: Art Therapy, Behavior Modification, Children, Interpersonal Competence
Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M. – Grantee Submission, 2017
Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…
Descriptors: Psychometrics, Interpersonal Competence, Classroom Environment, Elementary Schools
Sumner, Emma; Leonard, Hayley C.; Hill, Elisabeth L. – Journal of Autism and Developmental Disorders, 2016
Motor and social difficulties are often found in children with an autism spectrum disorder (ASD) and with developmental coordination disorder (DCD), to varying degrees. This study investigated the extent of overlap of these problems in children aged 7-10 years who had a diagnosis of either ASD or DCD, compared to typically-developing controls.…
Descriptors: Pervasive Developmental Disorders, Autism, Developmental Disabilities, Interpersonal Competence
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Gardner, Karen F.; Carter, Erik W.; Gustafson, Jenny R.; Hochman, Julia M.; Harvey, Michelle N.; Mullins, Teagan S.; Fan, Hannah – Grantee Submission, 2014
Supporting social interactions and positive peer relationships is an important element of comprehensive secondary education and transition programming. For many adolescents with autism spectrum disorders (ASDs), such social connections may be fairly limited apart from intentional programming. We examined the efficacy and social validity of peer…
Descriptors: Peer Relationship, Peer Influence, Interaction, High School Students
Mason, Christine Y.; Korsmoe, Helen – 1983
The paper reviews research on methods for assessing social skills in handicapped (specifically severely handicapped) students. The authors cite studies critical of much current social skills training. The need for social validity of behavior and for additional measures of adaptive behavior proficiency is pointed out. Types of target behaviors for…
Descriptors: Adaptive Behavior (of Disabled), Behavior Rating Scales, Elementary Secondary Education, Interpersonal Competence
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