Date of Award

January 2015

Degree Type

Open Access Thesis

Degree Name

Master of Science (MS)

Department

Psychology

First Advisor

Myra Beth Bundy

Department Affiliation

Psychology

Second Advisor

Dustin B. Wygant

Department Affiliation

Psychology

Third Advisor

Jonathan S. Gore

Department Affiliation

Psychology

Abstract

With the publication of the DSM-5, the diagnosis of Autism Spectrum Disorder (ASD) has been altered to follow a dimensional model that captures the essence of the autism spectrum. This new model features severity ratings of Social Communication (SC) and Restrictive/Repetitive Behaviors (RRB). Research indicates that there has also been a recent increase in the administration and adoption of broadband behavior-rating scales by clinicians, to ascertain a summary of the client’s behavior. A widely known and accepted measure is the Behavior Assessment System for Children, Second Edition (BASC-2), a multidimensional measure assessing internalizing and externalizing behaviors as well as adaptive functioning for individuals 2-25 years of age. Considerably less research has compared the Parent Rating Scale (PRS) and Teacher Rating Scale (TRS) of the BASC-2. The current study examined the PRS and TRS of the BASC-2 for children on the DSM-5 autism spectrum. Utilizing a sample of 67 children and adolescents with ASD, the PRS and TRS of the BASC-2 were compared to determine if a pattern of behavior exists for children and adolescents with ASD. Paired Sample T-tests were used to compare the BASC-2 Subscales scores on the PRS and TRS. Hierarchical linear regression analysis was conducted to determine the extent to which Parent and Teacher Ratings of logically selected BASC-2 Subscales account for the DSM-5 SC Severity Rating and RRB Severity Rating. Implications of these results for the assessment of children and adolescents with ASD are explained.

Included in

Psychology Commons

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