Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-09-2012 | Original Paper

Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism

Auteurs: Lisa Ruble, John H. McGrew, Michael D. Toland

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2012

Abstract

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.

vorige artikel Differences in Autism Symptoms Between Minority and Non-Minority Toddlers

volgende artikel Collaborative Problem Solving in Young Typical Development and HFASD

Carrow-Woolfolk, E. (1995). OWLS: Oral and written language scales. Circle Pines, MN: American Guidance Service, Inc.

Cytrynbaum, S., Ginath, Y., Birdwell, J., & Brandt, L. (1979). Goal attainment scaling: A critical review. Evaluation Quarterly, 3(1), 5–40. doi:10.1177/0193841X7900300102.CrossRef

Elliott, C. D. (1990). Differential ability scales. New York: Harcourt Brace Jovanovitch, The Psychological Corporation.

Individuals with Disabilities Education Act. (2004). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2C.

Jung, L., Ruble, L., Johnson, R. & McGrew, J. (2011). Web-based coaching of teachers implementing autism interventions (manuscript submitted for publication).

Kiresuk, T. J., & Sherman, R. E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4, 443–453. doi:10.1007/BF01530764.CrossRef

Kiresuk, T. J., Smith, A., & Cardillo, J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc.

Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr, Leventhal, B. L., DiLavore, P. C., et al. (2000). The autism diagnostic observation schedule–generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223.PubMedCrossRef

MacKay, G., Somerville, W., & Lundie, J. (1996). Reflections on goal attainment scaling (GAS): Cautionary notes and proposals for development. Educational Research, 38(2), 161–172.CrossRef

Malec, J. F. (1999). Goal attainment scaling in rehabilitation. Neuropsychological Rehabilitation, 9(3–4), 253–275. doi:10.1080/096020199389365.CrossRef

National Research Council. (2001). Educating children with autism. Washington, DC: National Academy Press.

No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).

Oren, T., & Ogletree, B. T. (2000). Program evaluation in classrooms for students with autism: Student outcomes and program processes. Focus on Autism and Other Developmental Disabilities, 15, 170–175. doi:10.1177/108835760001500308.CrossRef

Ottenbacher, K. J., & Cusick, A. (1993). Discriminative versus evaluative assessment: Some observations on goal attainment scaling. American Journal of Occupational Therapy, 47, 349–354.PubMedCrossRef

Quenemoen, R., Thurlow, M., Moen, R., Thompson, S. & Morse, A. B. (2003). Progress monitoring in an inclusive standards-based assessment and accountability system (Synthesis Report 53). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved Dec 21, 2011, http://education.umn.edu/NCEO/OnlinePubs/Synthesis53.html.

Robins, D. L., Fein, D., Barton, M. L., & Green, J. A. (2001). The modified checklist for autism in toddlers: An initial study investigating the early detection of autism and pervasive developmental disorders. Journal of Autism and Developmental Disorders, 31(2), 131–144.PubMedCrossRef

Ruble, L. A., & Dalrymple, N. J. (2002). COMPASS: A parent-teacher collaborative model for students with autism. Focus on Autism and Other Developmental Disabilities, 17(2), 76–83.CrossRef

Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010a). The effects of consultation on individualized education program outcomes for young children with autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32, 286–301. doi:10.1177/1053815110382973.PubMedCrossRef

Ruble, L., Dalrymple, N., McGrew, J., & Jung, L. (2010b). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40, 1459–1470. doi:10.1007/s10803-010-1003-1.PubMedCrossRef

Ruble, L., McGrew, J., & Toland, M. (2011). Comparison of web-based vs face-to-face coaching. Randomized study of teacher training in autism. Washington, DC: Poster session presented at the American Psychological Association.

Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success of students with autism. NY: Springer.CrossRef

Rutter, M., Bailey, A., & Lord, C. (2004). Social communication questionnaire. Los Angeles, CA: Western Psychological Services.

Schlosser, R. W. (2004). Goal attainment scaling as a clinical measurement technique in communication disorders: A critical review. Journal of Communication Disorders, 37, 217–239. doi:10.1016/j.jcomdis.2003.09.003.PubMedCrossRef

Shefler, G., Canetti, L., & Wiseman, H. (2001). Psychometric properties of goal-attainment scaling in the assessment of Mann’s time-limited psychotherapy. Journal of Clinical Psychology, 57, 971–979.PubMedCrossRef

Sheridan, S. M., Clarke, B. L., Knoche, L. L., & Edwards, C. P. (2006). The effects of conjoint behavioral consultation in early childhood settings. Early Education and Development, 17, 593–617. doi:10.1207/s15566935eed1704_5.CrossRef

Shuster, S. K., Fitzgerald, N., Shelton, G., Barber, P., & Desch, S. (1984). Goal attainment scaling with moderately and severely handicapped preschool children. Journal of Early Intervention, 8, 26–37. doi:10.1177/105381518400800104.CrossRef

Sladeczek, I. E., Elliott, S. N., Kratochwill, T. R., Robertson Mjaanes, S., & Stoiber, K. C. (2001). Application of goal attainment scaling to a conjoint behavioral consultation case. Journal of Educational and Psychological Consultation, 12, 45–58. doi:10.1207/S1532768XJEPC1201_03.CrossRef

Smith, A. (1994). Introduction and overview. In T. Kiresuk, A. Smith, & J. Cardillo (Eds.), Goal attainment scaling: Applications, theory, and measurement (pp. 1–14). London: Erlbaum.

Sparrow, S., Cicchetti, D., & Balla, D. (2005). Vineland adaptive behavior scales (2nd ed.). Vineland-II: AGS Publishing.

Steenbeck, D., Ketelaar, M., Lindeman, E., Galama, K., & Gorter, J. (2010). Interrater reliability of goal attainment saling in rehabilitation of children with cerebral palsy. Archives of Physical Medicine and Rehabilitation, 91, 429–435.CrossRef

Stolee, P., Zaza, C., Pedlar, A., & Myers, A. M. (1999). Clinical experience with goal attainment scaling in geriatric care. Journal of Aging and Health, 11(1), 96–124. doi:10.1177/089826439901100106.PubMedCrossRef

Vacha-Haase, T., Kogan, L. R., & Thompson, B. (2000). Sample compositions and variabilities in published studies versus those in test manuals: Validity of score reliability inductions. Educational and Psychological Measurement, 60, 509–522. doi:10.1177/00131640021970682.CrossRef

Titel: Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism
Auteurs: Lisa Ruble
John H. McGrew
Michael D. Toland
Publicatiedatum: 01-09-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1446-7

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 9/2012

Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008)

Motor Skills in Children Aged 7–10 Years, Diagnosed with Autism Spectrum Disorder

The Application of the First Year Inventory for ASD Screening in Israel

Brief Report: The Social Responsiveness Scale for Adults (SRS-A): Initial Results in a German Cohort

Exploring the Proposed DSM-5 Criteria in a Clinical Sample

Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder