ty -jour a2-罗耶斯，赫伯特·艾伯 - 培根，伊丽莎白·C·乔 - 杜菲克 - 杜菲克，莎拉·艾鲁 - 施雷布曼，劳拉·艾默 - 斯塔默 - 斯塔默，aubyn C. au -pierce，karen au -karen au -coutchesne -curchesne，埃里克·皮尔，埃里克·帕尔 - 2014/203-2014/03-2014/03-2014/03/10 TI-在针对自闭症谱系疾病的幼儿的早期干预计划中测量结果：使用基于课程的评估SP -964704 VL -2014 AB-测量干预计划中儿童自闭症谱系障碍（ASD）的进度是一个挑战面对研究人员和临床医生。通常，在研究环境中使用标准化的儿童发展评估来衡量早期干预计划的影响。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. SN - 2090-1925 UR - https://doi.org/10.1155/2014/964704 DO - 10.1155/2014/964704 JF - Autism Research and Treatment PB - Hindawi Publishing Corporation KW - ER -