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Détail de l'auteur
Auteur Stephanie S. RESZKA |
Documents disponibles écrits par cet auteur (3)
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Brief Report: Concurrent Validity of Autism Symptom Severity Measures / Stephanie S. RESZKA in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
[article]
Titre : Brief Report: Concurrent Validity of Autism Symptom Severity Measures Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur Article en page(s) : p.466-470 Langues : Anglais (eng) Mots-clés : Concurrent validity Autism Severity Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223
in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470[article] Brief Report: Concurrent Validity of Autism Symptom Severity Measures [Texte imprimé et/ou numérique] / Stephanie S. RESZKA, Auteur ; Brian A. BOYD, Auteur ; Matthew MCBEE, Auteur ; Kara HUME, Auteur ; Samuel L ODOM, Auteur . - p.466-470.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-2 (February 2014) . - p.466-470
Mots-clés : Concurrent validity Autism Severity Diagnostic classification Index. décimale : PER Périodiques Résumé : The autism spectrum disorder (ASD) diagnostic classifications, according to the DSM-5, include a severity rating. Several screening and/or diagnostic measures, such as the autism diagnostic and observation schedule (ADOS), Childhood Autism Rating Scale (CARS) and social responsiveness scale (SRS) (teacher and parent versions), include an assessment of symptom severity. The purpose of this study was to examine whether symptom severity and/or diagnostic status of preschool-aged children with ASD (N = 201) were similarly categorized on these measures. For half of the sample, children were similarly classified across the four measures, and scores on most measures were correlated, with the exception of the ADOS and SRS-P. While the ADOS, CARS, and SRS are reliable and valid measures, there is some disagreement between measures with regard to child classification and the categorization of autism symptom severity. En ligne : http://dx.doi.org/10.1007/s10803-013-1879-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 Research in Autism Education: Current Issues and Future Directions / Brian A. BOYD
Titre : Research in Autism Education: Current Issues and Future Directions Type de document : Texte imprimé et/ou numérique Auteurs : Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur Année de publication : 2019 Importance : p.593-605 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Research in Autism Education: Current Issues and Future Directions [Texte imprimé et/ou numérique] / Brian A. BOYD, Auteur ; Jessica R. DYKSTRA STEINBRENNER, Auteur ; Stephanie S. RESZKA, Auteur ; Abigail CARROLL, Auteur . - 2019 . - p.593-605.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder / Stephanie S. RESZKA in Research in Autism Spectrum Disorders, 8-6 (June 2014)
[article]
Titre : The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie S. RESZKA, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur Article en page(s) : p.633-643 Langues : Anglais (eng) Mots-clés : Classroom practices Psychometric evaluation Eclectic Autism Intervention Index. décimale : PER Périodiques Résumé : The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.633-643[article] The Classroom Practice Inventory: Psychometric evaluation of a rating scale of intervention practices for children with autism spectrum disorder [Texte imprimé et/ou numérique] / Stephanie S. RESZKA, Auteur ; Kara HUME, Auteur ; Laurie SPERRY, Auteur ; Brian A. BOYD, Auteur ; Matthew T. MCBEE, Auteur . - p.633-643.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.633-643
Mots-clés : Classroom practices Psychometric evaluation Eclectic Autism Intervention Index. décimale : PER Périodiques Résumé : The Classroom Practice Inventory (CPI) was developed as a tool to provide descriptive information about the practices used in classrooms to address the developmental needs of children with autism spectrum disorder (ASD). Data from a multi-site study examining the outcomes for preschool students with ASD served in three types of classroom models indicate that the CPI produces reliable and valid assessments of practices used in classrooms. Items on the CPI can be used to discriminate among classroom models and can be used to provide descriptive information about classrooms following a prescribed comprehensive treatment model as well as those providing an eclectic model of services. Implications for the future use of the CPI are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232