Abstract
AbstractThis study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (M = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
