Abstract

This study investigated the potential influences of administration context on the measurement of child skills over time. The BOSCC was administered to preschool-aged children with autism at two time points at school by trained research staff and at home by the parent. Children showed improvements across all subscales and the total score over time. The Social-communication and Core total scores yield similar information in both contexts, but Restricted and Repetitive Behavior and Other Abnormal Behavior subscales scores were not related. Further, subscale and total scores are correlated between contexts at individual time points but not over time. These results underscore the importance of purposeful selection of measures and their administration context.