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Direct linkFletcher-Watson, S.; McConachie, H. – Focus on Autism and Other Developmental Disabilities, 2017
Evidence is accumulating that early intervention can be effective in improving the skills of young children with autism spectrum disorder. However, the science is hampered by the lack of agreed "gold standard" tools for the measurement of progress and outcome. What is required is a reliable, valid, and sensitive measure of change in the…
Descriptors: Autism, Pervasive Developmental Disorders, Preschool Children, Early Intervention
Gokiert, Rebecca J.; Georgis, Rebecca; Tremblay, Melissa; Krishnan, Vijaya; Vandenberghe, Christine; Lee, Clara – Journal of Psychoeducational Assessment, 2014
Technical adequacy and usability are important considerations in selecting early childhood social-emotional (SE) screening and assessment measures. As identification of difficulties can be tied to programming, intervention, accountability, and funding, it is imperative that practitioners and decision makers select appropriate and quality measures…
Descriptors: Social Development, Emotional Development, Intervention, Measures (Individuals)
Floyd, Randy G.; Shands, Elizabeth I.; Alfonso, Vincent C.; Phillips, Jessica F.; Autry, Beth K.; Mosteller, Jessica A.; Skinner, Mary; Irby, Sarah – Journal of Applied School Psychology, 2015
Adaptive behavior scales are vital in assessing children and adolescents who experience a range of disabling conditions in school settings. This article presents the results of an evaluation of the design characteristics, norming, scale characteristics, reliability and validity evidence, and bias identification studies supporting 14…
Descriptors: Behavior Rating Scales, Psychometrics, Daily Living Skills, Evaluation Criteria
Xavier, Jean; Vannetzel, Leonard; Viaux, Sylvie; Leroy, Arthur; Plaza, Monique; Tordjman, Sylvie; Mille, Christian; Bursztejn, Claude; Cohen, David; Guile, Jean-Marc – Research in Autism Spectrum Disorders, 2011
The Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) category is a psychopathological entity few have described and is poorly, and mainly negatively, defined by autism exclusion. In order to limit PDD-NOS heterogeneity, alternative clinical constructs have been developed. This study explored the reliability and the diagnostic…
Descriptors: Socialization, Autism, Test Validity, Adjustment (to Environment)
Darsaklis, Vasiliki; Snider, Laurie M.; Majnemer, Annette; Mazer, Barbara – Physical & Occupational Therapy in Pediatrics, 2013
This study examined the constructs underlying the Movement Assessment Battery for Children-2 (M-ABC-2), Bruninks-Oseretsky Test of Motor Proficiency (BOTMP) and Vineland Adaptive Behavior Scale-2 (VABS-2) using the framework of the International Classification of Functioning Disability and Health--Child Youth version (ICF-CY) and the diagnostic…
Descriptors: Adjustment (to Environment), Motor Development, Children, Developmental Disabilities
Fu, Chung-Pei; Chen, Kuan-Lin; Tseng, Mei-Hui; Chiang, Fu-Mei; Hsieh, Ching-Lin – Research in Autism Spectrum Disorders, 2012
The aim of this study was to examine the internal consistency, inter-respondent reliability, and convergent and divergent validity of the Psychoeducational Profile-third edition Caregiver Report (PEP3-CR) in children with Autism Spectrum Disorders (ASD). We examined the internal consistency on 66 mothers of children with ASD who completed the…
Descriptors: Mothers, Autism, Performance Tests, Caregivers
Alberto, Paul A.; Waugh, Rebecca E.; Fredrick, Laura D.; Davis, Dawn H. – Education and Training in Autism and Developmental Disabilities, 2013
Reviews of the research on literacy for students with moderate intellectual disability indicated that sight-word instruction continues to be their primary mode of reading instruction. Reported in this article are data supporting the Sight-Word Component of the larger Integrated Literacy Curriculum for Students with Moderate to Severe Intellectual…
Descriptors: Mental Retardation, Literacy, Reading Instruction, Sight Vocabulary
