Challenges of assessing the social development skills for children with intellectual disability
The fifth chapter addresses the challenges posed by assessing the social development skills of people with intellectual disabilities. Assessment tools are usually used, designed for people of typical development, which fall short in various ways and may not reflect the social skills of these people in their true dimension. Standardized tools in typical populations are not always valid when used in other, non-typical populations (Chang, Coster, & Helfrich, 2013). For example, friendship assessment tools may need some adjustment for people with disabilities. We do not know to what extent unilateral friendships can be similar to mutual friendships in some people with intellectual disabilities, while the concept of the quality of friendship in these people needs further investigation (Tipton, Christensen, & Blacher, 2013). In addition, many assessment tools may need to be adapted to reflect changes in the behaviors of people with intellectual disabilities, especially when used to evaluate the results of an interventional social development program (Hodapp & Fidler, 2016. Singh, 2016). The chapter concludes with the critical evaluation and presentation of the existing tools for formal and informal evaluation of social and adaptive skills.
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|Bibliographic Citation:||Giaouri, S., Alevriadou, A., & Rachanioti, E. (2022). Challenges of assessing the social development skills for children with intellectual disability [Chapter]. In Giaouri, S., Alevriadou, A., & Rachanioti, E. 2021. Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education [Undergraduate textbook]. Kallipos, Open Academic Editions. chapter 5. http://hdl.handle.net/11419/8038|
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Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education
Kallipos, Open Academic Editions
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