This article addresses outcome measures for social communication problems exhibited by school-age children. General guidelines for selecting outcome measures are provided. Specific outcome measures are discussed relative to (1) a model for viewing abilities that are necessary for social communication and (2) a framework for sampling these abilities across four different contexts. A case example provides an application of outcome measures to monitoring change.
1Professor and Associate Chair Department of Speech and Hearing Sciences University of Washington Seattle, Washington
2Associate Professor Department of Speech and Hearing Sciences University of Washington Seattle, Washington
3Assistant Professor Department of Communicative Disorders University of Rhode Island Kingston, Rhode Island