Assessing cognitive abilities in children with autism: practitioner evaluation of treatment validity

被引：0

作者：

Aljunied, Mariam ^{[1
]}

Frederickson, Norah L. ^{[2
]}

机构：

[1] Minist Educ, Psychol Serv Branch, Singapore, Singapore

[2] UCL, Dept Psychol, London WC1E 6BT, England

来源：

INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES | 2015年 / 61卷 / 04期

关键词：

Autism; treatment validity; cognitive assessment; IQ; dynamic assessment; executive dysfunction; theory of mind; SPECTRUM DISORDERS; TASK-PERFORMANCE; FALSE BELIEF; MIND; INDIVIDUALS; DEFICITS;

D O I：

10.1179/2047387714Y.0000000057

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study investigated practitioners' perception of the treatment validity in autism of two assessments of general cognitive abilities: intellectual quotient (IQ) and dynamic assessment, and two assessments related to causal cognitive theories in autism: theory of mind and executive function. The views of 14 educational and clinical psychologists were sought through focus group methodology in relation to three aspects of treatment validity: treatment utility, cost-benefit analysis, and incremental validity. Practitioners evaluated the treatment validity of the assessment measures related to causal theories of autism more favourably than the measures of general cognitive abilities. The theory of mind battery was most positively evaluated in terms of its incremental validity, i.e. it was seen to provide 'unique' information about children with autism not readily offered by other methods.

引用

页码：231 / 241

页数：11

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