This study investigated the potential influences of administration context on the measurement of child skills. The Brief Observation of Social‐Communication Change (BOSCC) was administered at two time points to preschool‐aged children with autism in two contexts: (1) at school by trained research staff and (2) at home by the parent. Participants were of ages 3–5 years (M = 4.27 years) old with a confirmed diagnosis of Autism Spectrum Disorder. Of the 13 participants (nine male), eight were White, three Asian, one Black and one White/Black; all identified as non‐Hispanic. The social‐communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behaviors and Other Abnormal Behavior subscales scores were not related. These results underscore the importance of purposeful selection of measures and their administration context.

中文翻译：

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在家庭和学校环境中使用社交沟通变化简要观察 （BOSCC） 的初步检查


本研究调查了管理环境对儿童技能测量的潜在影响。社交沟通变化简要观察 （BOSCC） 在两个时间点对两种情况下的学龄前自闭症儿童进行：（1） 在学校由训练有素的研究人员和 （2） 在家中由父母。参与者年龄在 3-5 岁 （M = 4.27 岁） 之间，确诊为自闭症谱系障碍。在 13 名参与者（9 名男性）中，8 名是白人，3 名亚洲人，1 名黑人和 1 名白人/黑人;都被确定为非西班牙裔。社交沟通和核心总分在两种情况下产生相似的信息，但限制和重复行为以及其他异常行为分量表分数不相关。这些结果强调了有目的地选择措施及其管理环境的重要性。