Abstract
Evidence-based treatment and the assessment of treatment effectiveness are dependent upon the collection of data during the evaluation process providing information about symptoms, impairment, and abilities. Such an assessment allows for a seamless transition from assessment and diagnosis to effective treatment. Evaluating the effectiveness of a treatment strategy or program is important for interventions designed to address symptoms related to any psychological or developmental disorder. The validity of this entire process is closely related to the tools used during the diagnostic and treatment process. More specifically, the reliability and validity of the tools used will be directly related to the psychometric attributes of the instruments. As in all areas of science, what is learned depends upon the quality of the data generated and the manner in which the findings are interpreted. Scientifically developed diagnostic and assessment instruments yield accurate and informative data. Tests and rating scales developed to provide valid and reliable information about the examinee better informs researchers and clinicians. Tools chosen for diagnostic decision-making and treatment planning have a profound impact on the information obtained and the conclusions reached. The better the tools, the more valid and reliable the decisions and most importantly, the more helpful the information gathered will be in developing a treatment plan, monitoring progress, and documenting treatment effectiveness.
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Appendix
Appendix
Quick Solution Guide
Peer Socialization
Increase ability to seek out other children
Initiate conversation with other children
Increase ability to play appropriately with other children
Increase ability to understand humor
Improve ability to carry on normal conversation with peers
Respond appropriately when other children initiate
Adult Socialization
Respond appropriately to adult requests
Maintain eye contact when speaking with an adult
Maintain on task conversation when speaking with adult
Social/Emotional Reciprocity
Demonstrate appropriate emotion
Enjoy fun activities with others
Look at others when speaking to them
Pick up on social cues
Understand the feelings of others
Share enjoyment with others
Smile appropriately
Atypical Language
Use language appropriate for age
Speak with normal, pitch, tone and rhythm
Avoid echolalia
Maintain a topic when speaking
Use appropriate pronouns
Stereotypy
Reduce repetitive behavior such as hand flapping
Shift focus of discussion easily
Avoid fascination with parts of objects
Avoid repetitive activities with objects such as twirling, spinning or banging
Behavioral Rigidity
Increase ability to handle change in routine
Avoid obsession with details
Avoid insistence on doing things the same way each time
Sensory Sensitivity
Desensitize to fabrics and tags in clothing
Desensitize to touch
Avoid smelling, tasting or eating inedible objects
Become comfortable with touch
React normally to sound in the environment
Attention/Self-Regulation
Stick with boring tasks
Continue working with surrounding noise
Sustain effort during work
Stay focused when reading
Maintain an on task conversation
Sustain attention and concentrate for long periods of time
Listen to instructions
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Naglieri, J.A., Goldstein, S. (2013). Evaluation of Treatment Effectiveness in the Field of Autism. In: Goldstein, S., Naglieri, J. (eds) Interventions for Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-5301-7_3
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