Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment
The construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Sc...
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-09-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/13/10/793 |
| _version_ | 1797574709060042752 |
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| author | Verónica M. Guillén Miguel Á. Verdugo Pedro Jiménez Virginia Aguayo Antonio M. Amor |
| author_facet | Verónica M. Guillén Miguel Á. Verdugo Pedro Jiménez Virginia Aguayo Antonio M. Amor |
| author_sort | Verónica M. Guillén |
| collection | DOAJ |
| description | The construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Scale for Children (SIS-C), which could be administered to assess students with any type of intellectual disability (ID), is the only valid tool able to assess support needs in Spain. Our aim was to verify whether the SIS-C is useful for assessing the support needs of students with ASD, regardless of whether or not they present ID. The participants were subdivided into two groups. One group included students with ASD and ID (<i>n</i> = 248), and the other comprised participants with ASD without an ID (<i>n</i> = 44). The results of the two groups were compared with those reported in the original validation sample of the SIS-C, which involved participants with ID without ASD (<i>n</i> = 566). The results showed that this scale could be useful for assessing support needs in the three subgroups, but it appeared that different standardized norms based on the characteristics of each specific population would be appropriate. |
| first_indexed | 2024-03-10T21:26:10Z |
| format | Article |
| id | doaj.art-2392ee538ef8488d9e7b64ff0181bbf4 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-10T21:26:10Z |
| publishDate | 2023-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-2392ee538ef8488d9e7b64ff0181bbf42023-11-19T15:39:47ZengMDPI AGBehavioral Sciences2076-328X2023-09-01131079310.3390/bs13100793Support Needs of Children with Autism Spectrum Disorders: Implications for Their AssessmentVerónica M. Guillén0Miguel Á. Verdugo1Pedro Jiménez2Virginia Aguayo3Antonio M. Amor4Department of Education, Universidad de Cantabria, 39005 Santander, SpainInstitute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, SpainInstitute for Community Inclusion, Universidad de Salamanca, 37005 Salamanca, SpainInstitute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, SpainInstitute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, SpainThe construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Scale for Children (SIS-C), which could be administered to assess students with any type of intellectual disability (ID), is the only valid tool able to assess support needs in Spain. Our aim was to verify whether the SIS-C is useful for assessing the support needs of students with ASD, regardless of whether or not they present ID. The participants were subdivided into two groups. One group included students with ASD and ID (<i>n</i> = 248), and the other comprised participants with ASD without an ID (<i>n</i> = 44). The results of the two groups were compared with those reported in the original validation sample of the SIS-C, which involved participants with ID without ASD (<i>n</i> = 566). The results showed that this scale could be useful for assessing support needs in the three subgroups, but it appeared that different standardized norms based on the characteristics of each specific population would be appropriate.https://www.mdpi.com/2076-328X/13/10/793autism spectrum disorder (ASD)intellectual disability (ID)supports intensity scale for children (SIS-C)support needsassessment |
| spellingShingle | Verónica M. Guillén Miguel Á. Verdugo Pedro Jiménez Virginia Aguayo Antonio M. Amor Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment Behavioral Sciences autism spectrum disorder (ASD) intellectual disability (ID) supports intensity scale for children (SIS-C) support needs assessment |
| title | Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment |
| title_full | Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment |
| title_fullStr | Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment |
| title_full_unstemmed | Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment |
| title_short | Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment |
| title_sort | support needs of children with autism spectrum disorders implications for their assessment |
| topic | autism spectrum disorder (ASD) intellectual disability (ID) supports intensity scale for children (SIS-C) support needs assessment |
| url | https://www.mdpi.com/2076-328X/13/10/793 |
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