Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment / Ming-Hsuan LIU in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3838-3850 Titre : Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment Type de document : texte imprimé Auteurs : Ming-Hsuan LIU, Auteur ; Fu-Mei CHIANG, Auteur ; Cheng-Te CHEN, Auteur ; Hsiu-Ching YANG, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.3838-3850 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Current assessments of social competence for children with autism spectrum disorder (ASD) are mostly designed for screening or diagnosis, not for measuring outcomes. This study aimed to develop a professional-administrated outcome measure, the Observational Social Competence Assessment (OSCA), and examine its psychometric properties. The OSCA was constructed based on a multidimensional view of social competence (i.e., social skill elements, social reciprocity, and social adjustment). For psychometric evaluation, 89 children with ASD between 3 and 12 years (mean = 70.69 months, SD = 15.31) were assessed with the OSCA and with assessments of ASD symptoms, verbal comprehension ability, and adaptive function. The results show that the OSCA has good internal consistency (Cronbach’s α = 0.820–0.954), test–retest reliability (intraclass correlation coefficients [ICC] = 0.917–0.960), and inter-rater reliability (ICC = 0.905–0.974). The OSCA also has good convergent (r = 0.508–0.703, p < 0.01) and divergent validity (r = 0.105, p = 0.496), as well as good responsiveness to changes in the social adjustment dimension (Cohen’s d = 1.26 and standardized response mean [SRM] = 1.92). Conclusively, these results show that the OSCA is sufficiently reliable, valid and responsive to be applied as an outcome measure of social competence in children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06472-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Development and Psychometric Examination of a New Social Competence Outcome Measure for Children with Autism Spectrum Disorder: The Observational Social Competence Assessment [texte imprimé] / Ming-Hsuan LIU, Auteur ; Fu-Mei CHIANG, Auteur ; Cheng-Te CHEN, Auteur ; Hsiu-Ching YANG, Auteur ; Kuan-Lin CHEN, Auteur . - p.3838-3850. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3838-3850 Index. décimale : PER Périodiques Résumé : Current assessments of social competence for children with autism spectrum disorder (ASD) are mostly designed for screening or diagnosis, not for measuring outcomes. This study aimed to develop a professional-administrated outcome measure, the Observational Social Competence Assessment (OSCA), and examine its psychometric properties. The OSCA was constructed based on a multidimensional view of social competence (i.e., social skill elements, social reciprocity, and social adjustment). For psychometric evaluation, 89 children with ASD between 3 and 12 years (mean = 70.69 months, SD = 15.31) were assessed with the OSCA and with assessments of ASD symptoms, verbal comprehension ability, and adaptive function. The results show that the OSCA has good internal consistency (Cronbach’s α = 0.820–0.954), test–retest reliability (intraclass correlation coefficients [ICC] = 0.917–0.960), and inter-rater reliability (ICC = 0.905–0.974). The OSCA also has good convergent (r = 0.508–0.703, p < 0.01) and divergent validity (r = 0.105, p = 0.496), as well as good responsiveness to changes in the social adjustment dimension (Cohen’s d = 1.26 and standardized response mean [SRM] = 1.92). Conclusively, these results show that the OSCA is sufficiently reliable, valid and responsive to be applied as an outcome measure of social competence in children with ASD. En ligne : https://doi.org/10.1007/s10803-024-06472-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders / Yen-Ting YU ; Ming-Hsuan LIU ; Ching-Chiau KUO ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Titre : A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders Type de document : texte imprimé Auteurs : Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur Article en page(s) : p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children s social competence, children s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size 2 = 0.26 0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size 2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06 .94). Conclusions The SCGI was effective in improving children s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders [texte imprimé] / Yen-Ting YU, Auteur ; Ming-Hsuan LIU, Auteur ; Ching-Chiau KUO, Auteur ; Ching-Lin HSIEH, Auteur ; Kuan-Lin CHEN, Auteur . - p.102286. in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102286 Mots-clés : Social-competence group intervention  Autism spectrum disorder  Preschool-age children  Randomized control trial Index. décimale : PER Périodiques Résumé : Background Relatively few intervention programs of social competence have been specifically designed for preschool children with autism spectrum disorders (ASD). This randomized controlled trial (RCT) investigated the effectiveness of the social-competence group intervention (SCGI), which features a combination of didactic teaching and practice in play contexts for preschool children with ASD. Methods A single-blind design was used with 34 preschool children with ASD, who were randomly allocated to either the SCGI group (n = 17) or the control group (n = 16). The SCGI group received 16 weekly group-based sessions with specific social topics, while the control group participated in their regular occupational therapy. Outcomes included measures of children s social competence, children s adaptive behaviors, and caregivers? parental stress. Results A total of 25 children (12 in the SCGI and 13 in the control groups) completed the intervention and the pre- and post-intervention assessments. Compared with the control group, children in the SCGI group showed significantly greater enhancement of social competence (all p < .05, effect size 2 = 0.26 0.41). Additionally, caregivers? parental stress decreased in the SCGI group but not in the control group (p < .05, effect size 2 = 0.25) after the intervention. However, the two groups did not show significant differences in adaptive behaviors (p = .06 .94). Conclusions The SCGI was effective in improving children s social competence and reducing caregivers? parental stress in preschool children with ASD. This RCT provides evidence of the effectiveness of the SCGI and guidance for clinicians to improve the social competence of preschool children with ASD. En ligne : https://doi.org/10.1016/j.rasd.2023.102286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

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