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Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur Année de publication : 2012 Article en page(s) : p.1974-1983 Langues : Anglais (eng) Mots-clés : Goal attainment scaling Outcome measurement Autism Randomized controlled trials Reliability Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983[article] Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur . - 2012 . - p.1974-1983.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983
Mots-clés : Goal attainment scaling Outcome measurement Autism Randomized controlled trials Reliability Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD / Lisa RUBLE in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur Article en page(s) : p.3344-3352 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352[article] Goal Attainment Scaling: An Idiographic Measure Sensitive to Parent and Teacher Report of IEP Goal Outcome Assessment for Students with ASD [Texte imprimé et/ou numérique] / Lisa RUBLE, Auteur ; John MCGREW, Auteur ; Brittany DALE, Auteur ; Madison YEE, Auteur . - p.3344-3352.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3344-3352
Mots-clés : Autism Spectrum Disorder/diagnosis Child Cross-Sectional Studies Goals Humans Outcome Assessment, Health Care Parents Students Autism Behavioral Assessment System for Children Goal attainment scaling Iep Outcome assessment Progress monitoring Vineland Adaptive Behavior Scales Index. décimale : PER Périodiques Résumé : Young students with ASD have instructional needs in social, communication, and learning skills that should be reflected in their Individualized Education Program (IEP). Research suggests that many of these goal areas present a challenge for special educators because of problems with measurability. The current study utilized an idiographic approach called Goal attainment scaling (GAS) for measuring IEP progress of individualized skills. Cross-sectional analysis of the associations between GAS ratings from an independent observer were correlated against teacher and parent ratings of IEP progress at the end of the school year and with standardized measures of the Behavior Assessment System for Children and Vineland Adaptive Behavior Scales (VABS). GAS scores were associated with parent and teacher ratings, including the VABS. En ligne : http://dx.doi.org/10.1007/s10803-021-05213-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum / C. E. LEE in Autism, 26-1 (January 2022)
[article]
Titre : Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : C. E. LEE, Auteur ; K. A. SHOGREN, Auteur ; J. SEGAL, Auteur ; F. PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur Article en page(s) : p.178-187 Langues : Anglais (eng) Mots-clés : adults autism spectrum disorders goal attainment scaling interventions—psychosocial/behavioral outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 26-1 (January 2022) . - p.178-187[article] Goal attainment scaling-community-based: A method to incorporate personalized outcomes into intervention research with youth and adults on the autism spectrum [Texte imprimé et/ou numérique] / C. E. LEE, Auteur ; K. A. SHOGREN, Auteur ; J. SEGAL, Auteur ; F. PEZZIMENTI, Auteur ; Janeth ALEMAN-TOVAR, Auteur ; Julie LOUNDS TAYLOR, Auteur . - p.178-187.
Langues : Anglais (eng)
in Autism > 26-1 (January 2022) . - p.178-187
Mots-clés : adults autism spectrum disorders goal attainment scaling interventions—psychosocial/behavioral outcome Index. décimale : PER Périodiques Résumé : Among people with autism-all who have the same diagnosis-there are major differences on a nearly limitless number of areas, such as language, daily living skills, intellectual ability, sensory difficulties, and physical and mental health diagnoses. Despite these many differences, the targeted outcomes of intervention studies are often measured the same way across autistic adults, including outcomes such as getting a job, achieving greater independence, or getting more services. People have different goals and abilities, and it is important to have a way for intervention studies to measure outcomes in a way that is more personal to each individual. To address this issue, we developed a new approach-called "Goal Attainment Scaling-Community-based" or GAS-CB-to measure individualized outcomes across different research settings. In this article, we describe the need for individualized outcomes in autism intervention research and current approaches to gathering these outcomes, with our discussion focused on a method called goal attainment scaling. We then describe reasons why current goal attainment scaling approaches might not be useful in intervention research that takes place in the community. Finally, we discuss a new goal attainment scaling approach (GAS-CB) that can be flexibly used for research participants with very different characteristics. En ligne : http://dx.doi.org/10.1177/13623613211024492 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder / A. DUNCAN in Autism, 22-8 (November 2018)
[article]
Titre : Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : A. DUNCAN, Auteur ; L. A. RUBLE, Auteur ; J. MEINZEN-DERR, Auteur ; C. THOMAS, Auteur ; L. J. STARK, Auteur Article en page(s) : p.983-994 Langues : Anglais (eng) Mots-clés : adolescents autism spectrum disorders daily living skills goal attainment scaling interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Daily living skills deficits are strongly associated with poor adult outcomes for individuals with high-functioning autism spectrum disorder, and yet, there are no group interventions targeting daily living skills. Seven adolescents with autism spectrum disorder and their parents participated in a feasibility pilot of a 12-week manualized group treatment targeting specific daily living skills (i.e. morning routine, cooking, laundry, and money management). Outcomes included the Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) age equivalence scores and four goal attainment scaling scores. Adolescents demonstrated significant improvement on two Vineland-II subdomains and on all goal attainment scaling scores at post-treatment and 6-month follow-up. The intervention has promise for improving critical daily living skills' deficits that affect independent living and employment. Limitations and implications for future studies are discussed. En ligne : http://dx.doi.org/10.1177/1362361317716606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370
in Autism > 22-8 (November 2018) . - p.983-994[article] Preliminary efficacy of a daily living skills intervention for adolescents with high-functioning autism spectrum disorder [Texte imprimé et/ou numérique] / A. DUNCAN, Auteur ; L. A. RUBLE, Auteur ; J. MEINZEN-DERR, Auteur ; C. THOMAS, Auteur ; L. J. STARK, Auteur . - p.983-994.
Langues : Anglais (eng)
in Autism > 22-8 (November 2018) . - p.983-994
Mots-clés : adolescents autism spectrum disorders daily living skills goal attainment scaling interventions-psychosocial/behavioral Index. décimale : PER Périodiques Résumé : Daily living skills deficits are strongly associated with poor adult outcomes for individuals with high-functioning autism spectrum disorder, and yet, there are no group interventions targeting daily living skills. Seven adolescents with autism spectrum disorder and their parents participated in a feasibility pilot of a 12-week manualized group treatment targeting specific daily living skills (i.e. morning routine, cooking, laundry, and money management). Outcomes included the Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) age equivalence scores and four goal attainment scaling scores. Adolescents demonstrated significant improvement on two Vineland-II subdomains and on all goal attainment scaling scores at post-treatment and 6-month follow-up. The intervention has promise for improving critical daily living skills' deficits that affect independent living and employment. Limitations and implications for future studies are discussed. En ligne : http://dx.doi.org/10.1177/1362361317716606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 Teacher and Child Predictors of Achieving IEP Goals of Children with Autism / Lisa RUBLE in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
[article]
Titre : Teacher and Child Predictors of Achieving IEP Goals of Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa RUBLE, Auteur ; John H. MCGREW, Auteur Article en page(s) : p.2748-2763 Langues : Anglais (eng) Mots-clés : Autism Treatment predictors Teacher consultation Goal attainment scaling COMPASS Implementation science Index. décimale : PER Périodiques Résumé : It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143–148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes. En ligne : http://dx.doi.org/10.1007/s10803-013-1884-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2748-2763[article] Teacher and Child Predictors of Achieving IEP Goals of Children with Autism [Texte imprimé et/ou numérique] / Lisa RUBLE, Auteur ; John H. MCGREW, Auteur . - p.2748-2763.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2748-2763
Mots-clés : Autism Treatment predictors Teacher consultation Goal attainment scaling COMPASS Implementation science Index. décimale : PER Périodiques Résumé : It is encouraging that children with autism show a strong response to early intervention, yet more research is needed for understanding the variability in responsiveness to specialized programs. Treatment predictor variables from 47 teachers and children who were randomized to receive the COMPASS intervention (Ruble et al. in The collaborative model for promoting competence and success for students with ASD. Springer, New York, 2012a) were analyzed. Predictors evaluated against child IEP goal attainment included child, teacher, intervention practice, and implementation practice variables based on an implementation science framework (Dunst and Trivette in J Soc Sci 8:143–148, 2012). Findings revealed one child (engagement), one teacher (exhaustion), two intervention quality (IEP quality for targeted and not targeted elements), and no implementation quality variables accounted for variance in child outcomes when analyzed separately. When the four significant variables were compared against each other in a single regression analysis, IEP quality accounted for one quarter of the variance in child outcomes. En ligne : http://dx.doi.org/10.1007/s10803-013-1884-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Description of School-Based Physical Therapy Services and Outcomes for Students with Down Syndrome / G. E. NEAL in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
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