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Bacon EC, Dufek S, Schreibman L, et al. Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment. Autism Res Treat. 2014;2014:964704doi: 10.1155/2014/964704.
Bacon, E. C., Dufek, S., Schreibman, L., Stahmer, A. C., Pierce, K., & Courchesne, E. (2014). Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment. Autism research and treatment, 2014964704. https://doi.org/10.1155/2014/964704
Bacon, Elizabeth C, et al. "Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment." Autism research and treatment vol. 2014 (2014): 964704. doi: https://doi.org/10.1155/2014/964704
Bacon EC, Dufek S, Schreibman L, Stahmer AC, Pierce K, Courchesne E. Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment. Autism Res Treat. 2014;2014:964704. doi: 10.1155/2014/964704. Epub 2014 Mar 10. PMID: 24711926; PMCID: PMC3966353.
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Autism Res Treat. 2014;2014:964704. doi: 10.1155/2014/964704. Epub 2014 Mar 10.

Measuring outcome in an early intervention program for toddlers with autism spectrum disorder: use of a curriculum-based assessment.

Autism research and treatment

Elizabeth C Bacon, Sarah Dufek, Laura Schreibman, Aubyn C Stahmer, Karen Pierce, Eric Courchesne

Affiliations

  1. Department of Psychology, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0109, USA.
  2. Department of Psychology, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093-0109, USA ; Department of Psychiatry, Weill Cornell Medical College, 21 Bloomingdale Road, Rogers Building, White Plains, NY 10605, USA.
  3. Department of Psychiatry, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093, USA ; Child and Adolescent Services Research Center and Autism Discovery Institute, Rady Children's Hospital San Diego, 3020 Children's Way, San Diego, CA 92123, USA.
  4. Department of Neurosciences, University of California, San Diego, 9500 Gilman Drive, La Jolla, CA 92093, USA.

PMID: 24711926 PMCID: PMC3966353 DOI: 10.1155/2014/964704

Abstract

Measuring progress of children with autism spectrum disorder (ASD) during intervention programs is a challenge faced by researchers and clinicians. Typically, standardized assessments of child development are used within research settings to measure the effects of early intervention programs. However, the use of standardized assessments is not without limitations, including lack of sensitivity of some assessments to measure small or slow progress, testing constraints that may affect the child's performance, and the lack of information provided by the assessments that can be used to guide treatment planning. The utility of a curriculum-based assessment is discussed in comparison to the use of standardized assessments to measure child functioning and progress throughout an early intervention program for toddlers with risk for ASD. Scores derived from the curriculum-based assessment were positively correlated with standardized assessments, captured progress masked by standardized assessments, and early scores were predictive of later outcomes. These results support the use of a curriculum-based assessment as an additional and appropriate method for measuring child progress in an early intervention program. Further benefits of the use of curriculum-based measures for use within community settings are discussed.

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