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2 recherche sur le mot-clé 'Vabs-ii'




Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
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Titre : Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur Article en page(s) : p.4692-4697 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Humans Longitudinal Studies Prospective Studies Social Interaction Social Skills Autism spectrum disorder Ccc-2 Emergent literacy Scq Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697[article] Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur . - p.4692-4697.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child, Preschool Communication Humans Longitudinal Studies Prospective Studies Social Interaction Social Skills Autism spectrum disorder Ccc-2 Emergent literacy Scq Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders / Ben R. LANE in Research in Autism Spectrum Disorders, 7-10 (October 2013)
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[article]
Titre : Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ben R. LANE, Auteur ; Jessica PAYNTER, Auteur ; Rachael SHARMAN, Auteur Article en page(s) : p.1196-1203 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders VABS-II BASC-2 Adaptive behaviour Challenging behaviour Index. décimale : PER Périodiques Résumé : This study examined parent and teacher rating correspondence of adaptive and challenging behaviours for children with autism spectrum disorders (ASDs) enrolled in an early intervention program. Data were collected on the Behaviour Assessment System for Children, second edition (BASC-2; n = 22), and Vineland Adaptive Behaviour Scales, second edition (VABS-II; n = 28). Adaptive behaviour ratings generally demonstrated high parent–teacher correlations, while challenging behaviour ratings demonstrated relatively low correlations. Only adaptive skills on the BASC-2 showed significant mean parent–teacher differences, with parent ratings suggesting greater impairment. Results suggest that clinicians should consider gaining both parent and teacher perspectives on a child's challenging behaviour, but that a single informant measure of adaptive behaviour, either parent or teacher, may be sufficient after initial assessments are completed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1196-1203[article] Parent and teacher ratings of adaptive and challenging behaviours in young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Ben R. LANE, Auteur ; Jessica PAYNTER, Auteur ; Rachael SHARMAN, Auteur . - p.1196-1203.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-10 (October 2013) . - p.1196-1203
Mots-clés : Autism spectrum disorders VABS-II BASC-2 Adaptive behaviour Challenging behaviour Index. décimale : PER Périodiques Résumé : This study examined parent and teacher rating correspondence of adaptive and challenging behaviours for children with autism spectrum disorders (ASDs) enrolled in an early intervention program. Data were collected on the Behaviour Assessment System for Children, second edition (BASC-2; n = 22), and Vineland Adaptive Behaviour Scales, second edition (VABS-II; n = 28). Adaptive behaviour ratings generally demonstrated high parent–teacher correlations, while challenging behaviour ratings demonstrated relatively low correlations. Only adaptive skills on the BASC-2 showed significant mean parent–teacher differences, with parent ratings suggesting greater impairment. Results suggest that clinicians should consider gaining both parent and teacher perspectives on a child's challenging behaviour, but that a single informant measure of adaptive behaviour, either parent or teacher, may be sufficient after initial assessments are completed. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.07.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212