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

详细信息    查看全文

• 作者：Chata A. Dickson (1) (2)
  Rebecca P. F. MacDonald (1) (2)
  Renee Mansfield (1)
  Paulo Guilhardi (1) (3)
  Cammarie Johnson (1)
  William H. Ahearn (1) (2)
  
• 关键词：Autism ; Assessment ; Social validation ; Foundational skills ; Goal selection ; Evidence ; based practices
• 刊名：Journal of Autism and Developmental Disorders
• 出版年：2014
• 出版时间：January 2014
• 年：2014
• 卷：44
• 期：1
• 页码：65-74
• 全文大小：292 KB
• 作者单位：Chata A. Dickson (1) (2)
  Rebecca P. F. MacDonald (1) (2)
  Renee Mansfield (1)
  Paulo Guilhardi (1) (3)
  Cammarie Johnson (1)
  William H. Ahearn (1) (2)
  
  1. New England Center for Children, 33 Turnpike Road, Southborough, MA, 01772-2108, USA
  2. Western New England University, 1215 Wilbraham Road, Springfield, MA, 01119, USA
  3. Beacon ABA Services, 321 Fortune Boulevard, Milford, MA, 01757, USA
  
• ISSN：1573-3432

文摘

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.