在家庭和学校环境中使用社会交往变化简要观察法（BOSCC）的初步研究

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2024-10-16 DOI:10.1002/icd.2547

Stephanie S. Reszka, Anna Wallisch, Brian A. Boyd, Linda R. Watson, Nicolette Grasley‐Boy

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引用次数: 0

摘要

本研究调查了施测环境对儿童技能测量的潜在影响。研究人员在两个时间点对学龄前自闭症儿童进行了社会交往变化简要观察（BOSCC）测试：(1) 由经过培训的研究人员在学校进行；(2) 由家长在家中进行。参与者年龄为 3-5 岁（中=4.27 岁），确诊为自闭症谱系障碍。在 13 名参与者（9 名男性）中，8 人为白人，3 人为亚裔，1 人为黑人，1 人为白人/黑人；所有参与者均被认定为非西班牙裔。在两种情况下，社会交往和核心总分得出的信息相似，但限制性和重复性行为以及其他异常行为的分量表得分没有关联。这些结果凸显了有目的性地选择测量方法及其应用环境的重要性。

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Initial examination of use of the Brief Observation of Social‐Communication Change (BOSCC) across home and school contexts

This 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.

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)