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.