Curriculum-Based Assessment of Social Development: Goal Selection and Sequencing

Abstract

Impaired and unusual social development is the central characteristic of individuals diagnosed with autism spectrum disorder (ASD). Leo Kanner first identified a syndrome he termed early infantile autism and stated, "The outstanding pathognomonic fundamental disorder is the children's inability to relate themselves in the ordinary way to people and situations from the beginning of life". As part of his description he also emphasized that individuals presented as aloof, rather than as withdrawn. This is a key concept as aloof implies having a lack of value for social interaction, while withdrawn implies that social interaction has aversive qualities. A multitude of curricula exist for educating children diagnosed with ASD; however, not all include a curriculum based assessment (CBA) component. We have selected for review CBAs that are tied to a curriculum for young children (birth through 10 years of age) diagnosed with ASD, as this is a developmental period for skill acquisition. Although we are highlighting CBAs that examine social skills, many of the models reviewed are crucial in multiple domains for a more comprehensive intervention approach. Additionally, although many curricula are designed for children diagnosed with ASD or other special needs, some can also be used for children with more global delays. Many of the models reviewed are based on the principles of applied behavior analysis (ABA) or were developed from a developmental and/or relationship focused framework. Available curricula and accompanying CBAs are described below. (PsycInfo Database Record (c) 2021 APA, all rights reserved)