Evaluation of the concurrent validity of a skills assessment for autism treatment

Persicke, Angela; Bishop, Michele R.; Coffman, Christine M.; Najdowski, Adel C.; Tarbox, Jonathan; Chi, Kellee; Dixon, Dennis R.; Granpeesheh, Doreen; Adams, Amanda N.; Jang, Joung Soon; Ranick, Jennifer; Clair, Megan St.; Kenzer, Amy L.; Sharaf, S.; Deering, Amanda J.

doi:10.1016/j.rasd.2013.12.011

Cited by 17 publications

(7 citation statements)

References 6 publications

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“…One of the limitations noted by Granpeesheh and colleagues (2009) was the non-standardized nature of using mastered learning objectives. A standardized assessment and treatment-tracking tool (Skills™), which has been shown to have strong reliability (Dixon et al, 2011) and validity (Persicke et al, 2014), was used to ensure that all participants were measured according to the same criteria in a valid and reliable manner. While there is still inherent variability in difficulty to master one objective from another, the impact of this is likely mitigated by the large sample size.…”

Section: Discussionmentioning

confidence: 99%

“…The Skills™ Assessment is an instrument that evaluates skills across eight areas of child development (Dixon, Tarbox, Najdowski, Wilke, & Granpeesheh, 2011). A study by Persicke and colleagues (2014) evaluated the validity of the Skills™ Assessment by contrasting parent response to the Skills™ items with direct observation. Pearson product-moment correlation coefficients ranged from moderate ( r = .65) to high ( r = .95).…”

Section: Methodsmentioning

confidence: 99%

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Intensity and Learning Outcomes in the Treatment of Children With Autism Spectrum Disorder

et al. 2016

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Ample research has shown that intensive applied behavior analysis (ABA) treatment produces robust outcomes for individuals with autism spectrum disorder (ASD); however, little is known about the relationship between treatment intensity and treatment outcomes. The current study was designed to evaluate this relationship. Participants included 726 children, ages 1.5 to 12 years old, receiving community-based behavioral intervention services. Results indicated a strong relationship between treatment intensity and mastery of learning objectives, where higher treatment intensity predicted greater progress. Specifically, 35% of the variance in mastery of learning objectives was accounted for by treatment hours using standard linear regression, and 60% of variance was accounted for using artificial neural networks. These results add to the existing support for higher intensity treatment for children with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Intensity and Learning Outcomes in the Treatment of Children With Autism Spectrum Disorder

et al. 2016

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“…To illustrate, participant 1 at the beginning of the study had not fully mastered the prerequisite skill of answering rotating questions (i.e., 'What is it,' 'What color is it,' and 'What shape is it') in relation to an item (e.g., tennis ball). Assessing prerequisite skills and identifying the appropriate skills to teach is a common challenge in treatment for ASD and not unique to only robot-mediated interventions [36].…”

Section: Participant 1 511 Performancementioning

confidence: 99%

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

Louie

Korneder

Abbas

et al. 2020

Paladyn, Journal of Behavioral Robotics

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Autism spectrum disorder (ASD) is a lifelong developmental condition that affects an individual’s ability to communicate and relate to others. Despite such challenges, early intervention during childhood development has shown to have positive long-term benefits for individuals with ASD. Namely, early childhood development of communicative speech skills has shown to improve future literacy and academic achievement. However, the delivery of such interventions is often time-consuming. Socially assistive robots (SARs) are a potential strategic technology that could help support intervention delivery for children with ASD and increase the number of individuals that healthcare professionals can positively affect. For SARs to be effectively integrated in real-world treatment for individuals with ASD, they should follow current evidence-based practices used by therapists such as Applied Behavior Analysis (ABA). In this work, we present a study that investigates the efficacy of applying well-known ABA techniques to a robot-mediated listening comprehension intervention delivered to children with ASD at a university-based ABA clinic. The interventions were delivered in place of human therapists to teach study participants a new skill as a part of their overall treatment plan. All the children participating in the intervention improved in the skill being taught by the robot and enjoyed interacting with the robot, as evident by high occurrences of positive affect as well as engagement during the sessions. One of the three participants has also reached mastery of the skill via the robot-mediated interventions.

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“…The Skills™ Assessment is an instrument that comprehensively evaluates skills across all areas of child development (Dixon et al, 2011). A study by Persicke et al (2014) evaluated the validity of the Skills™ Assessment by contrasting parent response to the Skills™ items with direct observation. Pearson product-moment correlation coefficients ranged from moderate (r = 0.65) to high (r = 0.95).…”

Section: Data Collectionmentioning

confidence: 99%

An Evaluation of the Impact of Supervision Intensity, Supervisor Qualifications, and Caseload on Outcomes in the Treatment of Autism Spectrum Disorder

Dixon

Linstead

Granpeesheh

et al. 2016

Behav Analysis Practice

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Ample research has shown the benefits of intensive applied behavior analysis (ABA) treatment for autism spectrum disorder (ASD); research that investigates the role of treatment supervision, however, is limited. The present study examined the relationship between mastery of learning objectives and supervision hours, supervisor credentials, years of experience, and caseload in a large sample of children with ASD ( = 638). These data were retrieved from a large archival database of children with ASD receiving community-based ABA services. When analyzed together via a multiple linear regression, supervision hours and treatment hours accounted for only slightly more of the observed variance ( = 0.34) than treatment hours alone ( = 0.32), indicating that increased supervision hours do not dramatically increase the number of mastered learning objectives. In additional regression analyses, supervisor credentials were found to have a significant impact on the number of mastered learning objectives, wherein those receiving supervision from a Board Certified Behavior Analyst (BCBA) mastered significantly more learning objectives. Likewise, the years of experience as a clinical supervisor showed a small but significant impact on the mastery of learning objectives. A supervisor's caseload, however, was not a significant predictor of the number of learning objectives mastered. These findings provide guidance for best practice recommendations.

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Evaluation of the concurrent validity of a skills assessment for autism treatment

Cited by 17 publications

References 6 publications

Intensity and Learning Outcomes in the Treatment of Children With Autism Spectrum Disorder

Intensity and Learning Outcomes in the Treatment of Children With Autism Spectrum Disorder

A study on an applied behavior analysis-based robot-mediated listening comprehension intervention for ASD

An Evaluation of the Impact of Supervision Intensity, Supervisor Qualifications, and Caseload on Outcomes in the Treatment of Autism Spectrum Disorder

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