Assessing Understanding of Social Awareness Concepts in Children With Intellectual Disability and Autism Spectrum Disorder Using the Bracken Basic Concept Scale—Third Edition
Restricted accessResearch articleFirst published online April, 2014
Assessing Understanding of Social Awareness Concepts in Children With Intellectual Disability and Autism Spectrum Disorder Using the Bracken Basic Concept Scale—Third Edition
Authors contrasted Bracken Basic Concept Scale: Receptive, Third Edition (BBCS: R-3) test performance between 57 children with intellectual disability (ID) and 76 children with autism spectrum disorder (ASD) and ID. BBCS: R-3 School Readiness Composite (SRC) and Self-/Social Awareness subtests were analyzed. Multivariate analysis of covariance revealed no differences between groups on SRC performance; however, children with ID demonstrated better mastery of self-/social awareness concepts when compared to children with ASD. Within the group of children with ASD, mastery of school-based concepts exceeded mastery of self-/social awareness concepts. Findings suggest relatively greater delays in mastery of self-/social awareness concepts for young children with ASDs when compared to mastery of other concepts.
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