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| Social Behavior in Preschoolers with Autism: Issues in Measurement and Monitoring Change over Time |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Back Bay B |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Lara M. Delmolino Gatley (Rutgers, the State University of New Jersey) |
| Discussant: Sandra L. Harris (Rutgers, the State University of New Jersey) |
| Abstract: Learning Objectives
The participant will be able to identify the differences between direct and indirect measures of social competence in autism
The participant will be able to appreciate the impact of setting and structure on social behavior observed in natural settings
The participant will be able to identify the advantages and disadvantages to direct measurement of social behavior and the implications for monitoring treatment outcome |
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| The Use of Direct and Indirect Measures of Social Behavior in Autism: Issues and Considerations |
| LARA M. DELMOLINO GATLEY (Rutgers, the State University of New Jersey), Mary Jane Weiss (Rutgers, the State University of New Jersey) |
| Abstract: Treatment outcome data is an essential component in any program utilizing Applied Behavior Analysis for preschoolers with autism. Often, this involves the use of indirect and standardized measures to assess IQ, developmental level, language skills and other adaptive behavior, including social skills. In addition, direct measurement of specific target skills documents progress and changes over time. The evaluation and ongoing assessment of social skills provides a significant challenge. The elements of social competence are complex and often difficult to operationalize, and specific behavioral changes may be idiosyncratic. Measurement of specific behaviors is not sufficient to provide information about general level of social skill across contexts. Further, the use of rating scales and standardized measures is less precise and may not capture the range and variability of social outcome for these youngsters. Data will be presented to illustrate these challenges, and a model for combining both direct and indirect measures will be presented. |
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| Quantifying the Social Behaviors of Preschoolers with Autism in the Natural Environment |
| HEATHER JENNETT (Kennedy Krieger Institute), Lara M. Delmolino Gatley (Rutgers, the State University of New Jersey) |
| Abstract: Impairments in social behaviors are thought to be the core deficit in individuals with autism. Therefore, developing a method for their quantification is critical in order to measure interventions designed to improve them. McGee, Feldman, and Morrier (1997) developed a coding system which differentiated children with autism from their typically developing peers on several dimensions and was found to be sensitive to change (McGee, Morrier, & Daly, 1999). In the present study, this coding system was adapted and applied to eleven preschoolers with autism during unstructured play activities in their classrooms. For a period of six months, monthly videotaped samples were collected and coded for the receipt of social bids from peers, verbalizations, and engagement with children and adults. In addition, teachers rated the children’s progress on these dimensions for the same period of time. The data were examined as a measure of change over time. The results will be discussed in relation to previous research, issues related to the natural setting, difficulties in quantifying nonspecific changes, and future directions. |
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| The Social Competence of Preschoolers with Autism and a Comparison Peer Group During Structured and Unstructured Play |
| MEGAN P. MARTINS (Rutgers, the State University of New Jersey), Lara M. Delmolino Gatley (Rutgers, the State University of New Jersey) |
| Abstract: Using a previously piloted social behavior code, the social behavior of preschoolers with autism was repeatedly observed during periods of structured and unstructured play. The same observations were simultaneously conducted for a group of typically developing peers. Structured play differed from unstructured play due to arrangements in the classroom such as introduction of games and materials that encourage social interaction, prearranged proximity to peers, and increased teacher facilitation of play. Results from the pilot data indicate that there are differences between the children with autism and their peers on some important social variables (e.g. proximity to peers and verbalizations). Further, the data also suggest that the social behavior of children with autism may respond differently to an increase in the amount of structure facilitated by teachers during play sessions. Findings will be discussed in terms of implications for identifying targets of intervention and how these target levels are facilitated in preschool settings. |
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