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Détail de l'auteur
Auteur L. SCHREIBMAN |
Documents disponibles écrits par cet auteur (1)
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Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment / Elizabeth C. BACON in Autism Research and Treatment, 2014 (2014)
[article]
Titre : Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331
in Autism Research and Treatment > 2014 (2014)[article] Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment [Texte imprimé et/ou numérique] / Elizabeth C. BACON, Auteur ; S. DUFEK, Auteur ; L. SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; K. PIERCE, Auteur ; E. COURCHESNE, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2014 (2014)
Index. décimale : PER Périodiques Résumé : Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed. En ligne : http://dx.doi.org/10.1155/2014/964704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331