An Exploration of a General Social Outcome Measure / Janine P. STICHTER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Titre : An Exploration of a General Social Outcome Measure Type de document : texte imprimé Auteurs : Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur Article en page(s) : p.227-237 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] An Exploration of a General Social Outcome Measure [texte imprimé] / Janine P. STICHTER, Auteur ; Nargiza BURANOVA, Auteur ; Melissa STORMONT, Auteur . - p.227-237. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.227-237 Mots-clés : autism spectrum disorder  social skills  assessment Index. décimale : PER Périodiques Résumé : The General Social Outcome Measure (GSOM) is a performance-based measurement tool designed to assess the change in social skills performance during and after intervention for students with social skills deficits. In the current study, the psychometric properties of the GSOM, including the total score and social communication domains, were examined using a sample of U.S. in adolescents with social skill deficits. Internal consistency alphas were conducted, which showed promising results. Correlational analyses were conducted using the GSOM and the Children s Communication Checklist-2 (CCC-2), School Social Behavior Scales (SSBS), and the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2). A small but significant correlation was documented between the GSOM and the ADOS-2, with higher GSOM total scores (higher social skills) associated with lower ADOS-2 scores. Additional analyses revealed that individuals with different levels of symptomology according to the ADOS-2 (low, moderate, or high) differed significantly in the GSOM total score. The implications of these findings are discussed with respect to the utility of the GSOM as a progress-monitoring tool for targeted populations with social skill impairments. En ligne : https://dx.doi.org/10.1177/10883576231221747 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics / Janine STICHTER in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4033-4042 Titre : Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics Type de document : texte imprimé Auteurs : Janine STICHTER, Auteur ; Melissa STORMONT, Auteur ; Nargiza BURANOVA, Auteur ; Melissa J. HERZOG, Auteur ; Rose O'DONNELL, Auteur Article en page(s) : p.4033-4042 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Language  Schools  Students  Ados-2  Assessment  Autism  Autism spectrum disorder  Eligibility  Social competence  Special education Index. décimale : PER Périodiques Résumé : Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students' characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04867-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics [texte imprimé] / Janine STICHTER, Auteur ; Melissa STORMONT, Auteur ; Nargiza BURANOVA, Auteur ; Melissa J. HERZOG, Auteur ; Rose O'DONNELL, Auteur . - p.4033-4042. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4033-4042 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Language  Schools  Students  Ados-2  Assessment  Autism  Autism spectrum disorder  Eligibility  Social competence  Special education Index. décimale : PER Périodiques Résumé : Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students' characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed. En ligne : http://dx.doi.org/10.1007/s10803-020-04867-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

---

1 (1 - 2 / 2) Par page : 25 50 100 200