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

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.

Figure 1

aSLP scores for each participant over time. Each participant is depicted by one line. The aSLP was administered to each child at intake into the early intervention program and every 3 months thereafter. The aSLP score depicts the number of skills mastered at each assessment. Significant changes were seen in aSLP scores from intake to exit from the early intervention program.

Figure 2

Correlations between the aSLP scores and MSEL ELC and VABS ABC at intake and exit of the early intervention program. Correlation coefficients are reported for Pearson correlations and partial correlations controlling for the amount of time in intervention. Significant positive correlations were found between all measures.

Figure 3

Correlation between MSEL ELC change scores and aSLP change scores (i.e., change in scores from intake to exit). Correlation coefficients are reported for the Pearson correlation and partial correlation controlling for the amount of time each child was in treatment. A significant positive correlation was found. Children exhibited an average of 97 aSLP skills learned on average and an average change score of 8 on the MSEL ELC.

Figure 4

Correlation (controlling for the amount of time each child was in treatment) between VABS ABC change scores and aSLP change scores (i.e., change in scores from intake to exit). Correlation coefficients are reported for the Pearson correlation and partial correlation controlling for the amount of time each child was in treatment. A significant positive correlation was found. Children exhibited an average of 97 aSLP skills learned on average and an average change score of −1 on the VABS ABC.

Figure 5

A linear regression between aSLP scores at 3 months and exit. aSLP scores at 3 months into treatment significantly predicted aSLP scores when participants exited the program.