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Journal of Autism and Developmental Disorders

Gepubliceerd in:

27-07-2016 | Original Paper

Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder

Auteurs: Natalie I. Berger, Lauren Manston, Brooke Ingersoll

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2016

Abstract

This study evaluated the psychometric properties of the Scale of Treatment Perceptions (STP), a measure of treatment acceptability targeting skill-building interventions for Autism Spectrum Disorder (ASD). This scale utilizes a strength-based approach to intervention assessment, and was established by modifying the Behavior Intervention Rating Scale (Elliott and Von Brock Treuting in J School Psychol 29(1):43–51, 1991. doi:10.1016/0022-4405(91)90014-I) and the Treatment Evaluation Inventory (Kazdin in J Appl Behav Anal 13(2):259–273, 1980. doi:10.1901/jaba.1980.13-259) to be appropriate for assessing multiple dimensions of acceptability across skill-building ASD treatments. Overall, the STP demonstrated good psychometric properties: the scale had appropriate internal consistency, demonstrated a stable three-factor structure that was invariant across samples, and discriminated among different skill-building treatments for ASD. This has important implications for dissemination, as perceived acceptability of a treatment relates to treatment utilization and adherence.

vorige artikel Proband Mental Health Difficulties and Parental Stress Predict Mental Health in Toddlers at High-Risk for Autism Spectrum Disorders

volgende artikel Relationship Between Executive Functioning and Symptoms of Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder in 6–8 Year Old Children

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Titel: Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder
Auteurs: Natalie I. Berger
Lauren Manston
Brooke Ingersoll
Publicatiedatum: 27-07-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 10/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2863-9

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