Web-Based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder

Autor/inn/en	Russo-Ponsaran, Nicole M.; Lerner, Matthew D.; McKown, Clark; Weber, Rebecca J.; Karls, Ashley; Kang, Erin; Sommer, Samantha L.
Titel	Web-Based Assessment of Social-Emotional Skills in School-Aged Youth with Autism Spectrum Disorder
Quelle	12 (2019), S.1260-1271 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Russo-Ponsaran, Nicole M.) ORCID (Lerner, Matthew D.) ORCID (McKown, Clark) ORCID (Karls, Ashley) ORCID (Kang, Erin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/aur.2123
Schlagwörter	Social Development; Emotional Development; Skill Development; Autism; Pervasive Developmental Disorders; Test Validity; Test Reliability; Children; Nonverbal Communication; Theory of Mind; Problem Solving; Self Control; Scores; Individual Differences; Individual Characteristics; Diagnostic Tests; Observation; Computer Assisted Testing; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Autismus; Testvalidität; Testreliabilität; Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation; Problemlösen; Selbstbeherrschung; Individueller Unterschied; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Diagnostic test; Diagnostischer Test; Beobachtung
Abstract	Few tools are available to comprehensively describe the unique social-emotional skill profiles of youth with autism spectrum disorder (ASD). The present study describes the usability, reliability, and validity of SELweb, a normed, web-based assessment designed to measure four core social-emotional domains, when used to measure these skills in a sample of 57 well-characterized youth with ASD (ages 6-10 years with IQ [greater than or equal to] 80). SELweb measures facial emotion recognition, theory of mind, social problem solving, and self-control. SELweb was well tolerated and yielded scores with reliabilities comparable to those found in normative samples. SELweb scores showed good evidence of convergent and discriminant validity for three of the four skills it was designed to assess. Mean deficits were found for theory of mind, social problem solving, and self-control, whereas no mean deficits were found for emotion recognition. Individual profiles varied considerably, suggesting the sensitivity of SELweb to the within- and between-person individual differences among youth with ASD. Findings support the usefulness and accessibility of SELweb as a tool for measuring complex social-emotional skill profiles in youth with ASD. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01