ASPGERGER’S DISORER ASSESSMENT SCALE[ADAS] COMPLETE KIT) Tamara J. Arthaud, Ph.D. 2011
The Asperger’s Disorder Assessment Scale was designed to provide a measure of those characteristics typically associated with Asperger’s Disorder as described by the medical profession and observed by educators, psychologists, and psychiatrists. The Home Version allows parents to provide doctors, therapists, and educators with documenta-tion and measurement of the characteristics observed in the home setting. The School Version allows educators to document observations of the child in the school environment. Combining both versions provides a broader scope of the child’s social, emotional, academic, and communication strengths and weaknesses across different environments. Both scales have been developed to contribute valuable information to the identification process of children and youth with Asperger’s Disorder. The following functions are served by the instrument:●Measurement of behavior by primary observers in the school or residential environment,●comparison of an individual student to a national standard for screening purposes,●identification of Asperger’s Disorder characteristics as specified by the American Psychiatric Association,●pinpointing areas of need for behavioral intervention/improvement; identification of goals, objectives, and interventions for the student’s IEP; and program implementation with the use of the companion intervention manual, Asperger’s Disorder Intervention Manual. The ADAS School Version was standardized on a total of 3,413 students including identified students. The ADAS Home Version was standardized on a total of 1,998 students. Demographic characteristics of the standardization population approximated the national percentages for gender, residence, race, geographic area, and occupation of parents. Internal consistency of the ADAS School and Home Versions fell at or above .86 for each subscale. Test-retest reliability for both versions yielded correlation coefficients ranging from .60 to .90, indicating substantial reliability for each of the 8 subscales. Coefficients for inter-rater reliability for the 8 subscales ranged from .69 to .98 for all age levels. Content validity was established through the initial development process. The school and home versions were compared to the Childhood Autism Rating Scale (CARS) and the Gilliam Autism Rating Scale - Second Edition(GARS-2) as a measure of concurrent validity. The construct validity of the scale supports strong diagnostic validity. Item performance correlated positively with total score performance, further substantiating the internal cohesiveness of the scale as a measure of adaptive skills. The ADAS uses frequency-referenced quantifiers. Each item on the ADAS is rated on a seven point scale from (1) NOT PERSONALLY OBSERVED OR IS DEVELOPMENTALLY INAPPROPRIATE FOR AGE to (7) CONTINU-OUSLY THROUGHOUT THE DAY. Following administration, five types of scores may be obtained: frequency rating for each item (reflecting the degree of success in performing a behavior), subscale raw score (the sum of the frequency ratings for each subscale), subscale standard score (a consistent basis for comparing students), total score quotient, and percentile. Using the subscale standard scores, a profile of the student’s level of functioning across the 8 subscales may be constructed. The ADAS takes approximately 20 minutes to complete and can be completed by anyone familiar with the stu-dent: the classroom teacher, clinical personnel, other school personnel, or the parent/guardian. The ADAS complete kit consists of school and home version rating forms and technical manuals, and the Asperger’s Disorder Intervention Manual. The intervention manual includes goals, objectives, and intervention strategies for the behaviors on the scale and was designed for the convenient development of the student’s IEP.
· Paperback: Complete Kit
· Publisher: Haw Thorne (November 22, 2011)
· Language: English
· Product Dimensions: Complete KIT
· Shipping Weight: 10 pounds