Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis.
Identifieur interne : 000156 ( Main/Exploration ); précédent : 000155; suivant : 000157Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis.
Auteurs : Rebecca West ; Michael J. SilvermanSource :
- Journal of music therapy [ 2053-7395 ] ; 2020.
Abstract
Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.
DOI: 10.1093/jmt/thaa017
PubMed: 33245342
Affiliations:
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Silverman</name><affiliation><nlm:affiliation>University of Minnesota.</nlm:affiliation><wicri:noCountry code="no comma">University of Minnesota.</wicri:noCountry><wicri:noCountry code="no comma">University of Minnesota.</wicri:noCountry></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2020">2020</date><idno type="RBID">pubmed:33245342</idno><idno type="pmid">33245342</idno><idno type="doi">10.1093/jmt/thaa017</idno><idno type="wicri:Area/Main/Corpus">000101</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000101</idno><idno type="wicri:Area/Main/Curation">000101</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000101</idno><idno type="wicri:Area/Main/Exploration">000101</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis.</title><author><name sortKey="West, Rebecca" sort="West, Rebecca" uniqKey="West R" first="Rebecca" last="West">Rebecca West</name><affiliation><nlm:affiliation>Texas Woman's University.</nlm:affiliation><wicri:noCountry code="no comma">Texas Woman's University.</wicri:noCountry><wicri:noCountry code="no comma">Texas Woman's University.</wicri:noCountry></affiliation></author><author><name sortKey="Silverman, Michael J" sort="Silverman, Michael J" uniqKey="Silverman M" first="Michael J" last="Silverman">Michael J. Silverman</name><affiliation><nlm:affiliation>University of Minnesota.</nlm:affiliation><wicri:noCountry code="no comma">University of Minnesota.</wicri:noCountry><wicri:noCountry code="no comma">University of Minnesota.</wicri:noCountry></affiliation></author></analytic><series><title level="j">Journal of music therapy</title><idno type="eISSN">2053-7395</idno><imprint><date when="2020" type="published">2020</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.</div></front></TEI><pubmed><MedlineCitation Status="Publisher" Owner="NLM"><PMID Version="1">33245342</PMID><DateRevised><Year>2020</Year><Month>11</Month><Day>27</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">2053-7395</ISSN><JournalIssue CitedMedium="Internet"><PubDate><Year>2020</Year><Month>Nov</Month><Day>27</Day></PubDate></JournalIssue><Title>Journal of music therapy</Title><ISOAbbreviation>J Music Ther</ISOAbbreviation></Journal><ArticleTitle>Social Skills Instruments for Children with Autism Spectrum Disorder: A Critical Interpretive Synthesis.</ArticleTitle><ELocationID EIdType="pii" ValidYN="Y">thaa017</ELocationID><ELocationID EIdType="doi" ValidYN="Y">10.1093/jmt/thaa017</ELocationID><Abstract><AbstractText>Identifying and critically analyzing the most frequently used social skills psychometric instruments (SSPI) for children with autism spectrum disorder (ASD) can inform future music therapy research and clinical practice. Therefore, the initial purpose of this critical interpretive synthesis was to identify the SSPI most frequently used as dependent measures in the Journal of Autism and Developmental Disorders (JADD) for children with ASD from 2012 to 2018. Results indicated that the Social Responsiveness Scale (n = 35), Autism Diagnostic Observation Schedule (n = 19), and Vineland Adaptive Behavior Scales (n = 15) were the most frequently used instruments. Congruent with critical interpretive synthesis methodology, we then identified the psychometric properties and advantages and disadvantages of the 9 most commonly used instruments. To compare these results with the existing music therapy literature, we also identified nonmusical SSPI used as dependent measures in music therapy research for children with ASD in studies published between 2012 and 2018. In comparing the data sets, music therapy researchers used 5 of the 9 SSPI we identified from our JADD review. Understanding frequently used SSPI has applications for consultation and communication with other professionals as well as how future music therapy research is conducted. Implications for clinical practice, limitations of the study, and suggestions for future research are provided.</AbstractText><CopyrightInformation>© The Author(s) 2020. Published by Oxford University Press on behalf of American Music Therapy Association. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>West</LastName><ForeName>Rebecca</ForeName><Initials>R</Initials><AffiliationInfo><Affiliation>Texas Woman's University.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Silverman</LastName><ForeName>Michael J</ForeName><Initials>MJ</Initials><AffiliationInfo><Affiliation>University of Minnesota.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2020</Year><Month>11</Month><Day>27</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>J Music Ther</MedlineTA><NlmUniqueID>0014162</NlmUniqueID><ISSNLinking>0022-2917</ISSNLinking></MedlineJournalInfo><CitationSubset>IM</CitationSubset><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">autism spectrum disorder</Keyword><Keyword MajorTopicYN="N">critical interpretive synthesis</Keyword><Keyword MajorTopicYN="N">music therapy</Keyword><Keyword MajorTopicYN="N">psychometric instrument</Keyword><Keyword MajorTopicYN="N">social skills</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="entrez"><Year>2020</Year><Month>11</Month><Day>27</Day><Hour>12</Hour><Minute>7</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2020</Year><Month>11</Month><Day>28</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2020</Year><Month>11</Month><Day>28</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>aheadofprint</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">33245342</ArticleId><ArticleId IdType="pii">6007517</ArticleId><ArticleId IdType="doi">10.1093/jmt/thaa017</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list></list><tree><noCountry><name sortKey="Silverman, Michael J" sort="Silverman, Michael J" uniqKey="Silverman M" first="Michael J" last="Silverman">Michael J. Silverman</name><name sortKey="West, Rebecca" sort="West, Rebecca" uniqKey="West R" first="Rebecca" last="West">Rebecca West</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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