Validating the BASC-TRS for Use with Children and Adolescents with an Educational Diagnosis of Autism

Autor/inn/en	Hass, Michael R.; Brown, Richard S.; Brady, John; Johnson, Danielle Boehm
Titel	Validating the BASC-TRS for Use with Children and Adolescents with an Educational Diagnosis of Autism
Quelle	In: Remedial and Special Education, 33 (2012) 3, S.173-183 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932510383160
Schlagwörter	Autism; Educational Diagnosis; Rating Scales; Adolescents; Children; Outcomes of Treatment; Disabilities; Evaluation; Clinical Diagnosis; Symptoms (Individual Disorders); Special Education; Pervasive Developmental Disorders; Asperger Syndrome; Teachers; Behavior Assessment System for Children; Teacher Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Pedagogical diagnostics; Pädagogische Diagnostik; Rating-Skala; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Handicap; Behinderung; Evaluierung; Psychiatrische Symptomatik; Special needs education; Sonderpädagogik; Sonderschulwesen; Asperger-Syndrom; Lehrer; Lehrerin; Lehrende
Abstract	Accurate diagnosis and treatment planning for children with autism are a growing concern. This study sought to address two questions: (a) Which domains of the of the "Behavior Assessment System for Children" (2nd ed.) Teacher Rating Scales (BASC-TRS) are most effective in discriminating students diagnosed with higher functioning autism from children and youth who do not have a disability or psychiatric diagnosis? and (b) Are there noteworthy differences in BASC-TRS domain scores between children and adolescents with autism? The results indicated that children and adolescents with an educational diagnosis of autism were given significantly higher ratings in the domains of Developmental Social Disorders and Withdrawal and significantly lower ratings in Functional Communication. These scales appear to discriminate best between those students with autism and their nondisabled peers. In addition, the results suggest that the differences between students with autism and students without clinical problems may become less pronounced as they grow into adolescence. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10