Results
Higher scores on the BOSCC indicate more severe difficulties with
social-communication skills. Across all children assessed at each time
point, average scores were higher at Time 1 than Time 2 for both home-
and school-administered assessments (Table 1), indicating that children
showed improvements in SC skills, RRBs and OABs over time. Average
scores across all children at each time point were higher at T1 than T2
for both contexts (total Home Time 1 = 24.00 at Time 2 = 20.64; total
School Time 1 = 27.38 and Time 2 = 19.75), indicating improvements over
time.
Correlations between contexts at each time point (Table 2) showed
significant correlations between contexts for the SC subscale and Total
at both timepoints with the proportion of shared variance(r2 ) ranging from 67.2% to 87.2%. The
OAB subscale at T2 was also significantly correlated between contexts;
however, this correlation was much lower at T1. Correlations between
contexts for RRBs were moderate at both timepoints but did not reach
significance. These results suggest SC subscale and Total scores could
yield similar information regardless of administration context, but the
same is not true for the RRB or OAB subscales.