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Autism Social Skills Assessment Scale
Transcript of Autism Social Skills Assessment Scale
Autism Social Skills Assessment Scale
In a meta-analysis of school-based social skills interventions investigated by Bellini, Peters, Benner, and Hopf (2007), it was shown that school based social skills intervention programs are ineffective in promoting social skills for individuals with Autism Spectrum Disorders (ASD).
Gresham, Sungai, and Horner (2001), came to the conclusion that the reason school-based social skills interventions were minimally successful is partly due to the lack of tools the interventists' (teachers) uses to identify specific deficits in social skills.
In 2013, Butterworth et al. examined the Emotional Regulation and Social Skills Questionnaire for Young People with Autism Spectrum Disorders. It is a rating scale used to measure social skills of individuals aged ~8-15 years with ASD. It is a brief assessment tool that attempts to identify areas of social skills deficit.
The Pragmatics Profile of the CELF-4.
This profile examines social reciprocity of verbal and non-verbal communication skills. This scale is typically used by speech and language pathologists to identify social communication deficits.
In 2007, Bellini and Hopf developed the Autism Social Skills Profile designed to evaluate children and adolescents with ASD ages 6-17 as a way to plan intervention strategies and evaluate treatment progress. After a statistical analysis, Bellini and Hopf were able to group items under three specific domains (social reciprocity, social participation/avoidance, and detrimental social behaviors) allowing interventionists to determine areas of weakness. This allows for a determination of the domain effected most in order to focus the intervention towards the deficits within that domain.
1. Persistent deficits in social communication and social interaction, featuring all of the following:
Deficits in social-emotional reciprocity
deficits in nonverbal communicative behaviors used for social interactions
deficits in developing and maintaining relationships.
2. Restricted and repetitive patterns of behaviors, interests, or activities, featuring two of the following:
Stereotyped or repetitive speech, motor movements, or use of objects.
Excessive adherence to routines, ritualized patterns of behavior or excessive resistance to change.
Highly restricted, fixated and abnormal interests.
Hyper-reactive or hypo-reactive responses to sensory input or unusual interests in sensory aspects on environment.
Current Scales cont.
Current Scales cont.
Description of The Autism Social Skills Assessment Scale
This assessment tool is designed to measure current levels of social skills for adolescents and young adults with autism spectrum disorders.
This tool should be used to determine areas of strengths and weakness with the intent of designing, evaluating, and implementing a customized treatment program.
The Process of Scale Development
We first looked at DSM-V diagnostic criteria,then developed three social sub-profiles to address these specific criteria.
Sub-profile one addresses area of social communication/reciprocity.
Sub-profile two address issues in restricted routines and relationship development and maintenance.
Sub-profile three addresses patterns of repetitive, restricted and/or abnormal behaviors.
The Process cont.
We then examined typical social behaviors for adolescents and young adults.
Typical adolescent social behavior was compared to the social behaviors of adolescents and young adults with ASD.
Items were then developed to measure typical social skills of ASD individuals through the observation of overt behaviors.
This information could then be used to identify areas where ASD individuals require intervention strategies.
We had a speech pathologist, classroom teacher, and a social worker look over the scale for content validity.
This assessment accounts for many challenges that adolescents with ASD face. The construction of the scale was guided by several social skills scales that have been shown to be both valid and reliable.
The Autism Spectrum Scale has internal consistency ratings ranging from .848- .940 with a test-retest reliability ranging from .878- .904 Bellini had several experts examine the scale to verify content validity and conducted a factor analysis to determine construct validity.
Assessment of Reliability and Validity
Social Skills Websites
Autism Social Skills Assessment
Donna Prochet and Alyssa Roberti
The scale addresses areas of need for individuals on the autism spectrum that have not been adequately addressed.
Uses the criteria within DSM-V to identify areas that have not been addressed as mediators inhibiting social competence and success for ASD individuals
Was designed to identify areas of need, create an intervention program and then evaluate intervention progress.
Used logical-content and criterion-group strategy in the development process.
Was evaluated by three experts for content validity.
As well as being guided by DSM-V criteria, several other scales with documented reliability and validity were used for additional guidance.
The scale needs to be empirically evaluated for both reliability and validity.
A factor analysis should be conducted to ensure that items are appropriately tapping into designated constructs.
Proper standardization and training are needed.
Effort and commitment of by service providers is necessary to maximize benefits gained through interventions.
Scale is subject to observer expectancies, reactivity, and drift.
What families face when their children with autism enter adulthood
Rainman Observation Exercise
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Autism Speaks (2015). Social skills and autism. Retrieved from https://www.autismspeaks.org/family-services/community-connections/social-skills-and-autism
Bellini, S., Peters, J.K., Benner, L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders.Remedial and Special Education, 28 153-162.
Bellini, S., & Hopf, A. (2007). The development of the autism social skills profile:A preliminary analysis of psychometric properties. Focus on Autism and Other Developmental Disabilities, 22, 80-87.
Butterworth, T., Hodge, M. A., Sofronoff, K., Beaumont, R., Gray, K., Roberts, J., Horstead, S., Clarke, K., Howlin,P., Taffe, J., & Einfeld, S., (2014). Validation of the emotional regulation and social skills questionnaire for young people with autism spectrum disorders. Journal of Autism Developmental Disorders 44, 1535-1545.
Gresham, F., Sugai, G., & Horner, R., (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children 67, 331-344.
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Steinberg, L.D. (2014). Adolescence (10th ed.). New York, NY: McGraw-Hill.