Literaturnachweis - Detailanzeige
| Autor/inn/en | Berger, Natalie I.; Manston, Lauren; Ingersoll, Brooke |
|---|---|
| Titel | Establishing a Scale for Assessing the Social Validity of Skill Building Interventions for Young Children with Autism Spectrum Disorder |
| Quelle | In: Journal of Autism and Developmental Disorders, 46 (2016) 10, S.3258-3269 (12 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-016-2863-9 |
| Schlagwörter | Skill Development; Intervention; Young Children; Autism; Pervasive Developmental Disorders; Psychometrics; Behavior Rating Scales; Outcomes of Treatment; Factor Structure; Test Reliability; Test Validity; Item Analysis |
| 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. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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