The Development, Reliability, and Validity of the OARS Multidimensional Functional Assessment Questionnaire

This report outlines the development, validity, and reliability of Part A of the OARS Multidimensional Functional Assessment Questionnaire. Part A permits assessment of individuals' functioning on each of five dimensions (social, economic, mental health, physical health and self-care capacity), the detailed information in each area being summarized on a 6-point rating scale by a rater. Content and consensual validity were ensured by the manner of construction. Information on criterion validity was obtained for all dimensions except social. The criterion used and their associated Kendall's Tau values were: an objective economic scale (.62); ratings based on personal interviews by geropsychiatrists (.60); physician's associates (.82); and physical therapists (.89). For 11 geographically dispersed raters from research and clinic settings, intraclass correlational coefficients, based on 30 subjects, ranged from .66 on physical health to .87 in self-care capacity; 74% of the ratings were in complete agreement, 24% differed by one point.

INCREASING PARTICIPATION IN THE CLASSROOM FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS

Active participation is as essential a skill to children with autism as it is for children without autism, as children are expected to engage in these skills both in and outside the classroom. Without participation skills, children are at a disadvantage when it comes to school and other settings, such as extracurricular activities and the workforce. Recent research has shown that there are interventions available that aim to improve the social skills of children in the home and in the school. These interventions can be delivered in varying forms with the primary caregiver as the interventionist, the specialist as the interventionist, and naturalistic interventions. The purpose of this study was to investigate one of the naturalistic interventions, the Competent Learner Model, and determine its effects on the participation and social skills of students with autism. Three middle school male students diagnosed with autism from a rural northeast middle school participated in the study. They were assessed using the Competent Learner Repertoire Assessments of the Competent Learner Model and the adaptive measures of the Vineland-II and ABAS-II. The results showed improvement for one of the three students and little to no improvement for the other two students.