{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,20]],"date-time":"2026-05-20T17:15:29Z","timestamp":1779297329448,"version":"3.51.4"},"reference-count":61,"publisher":"MDPI AG","issue":"10","license":[{"start":{"date-parts":[[2023,9,24]],"date-time":"2023-09-24T00:00:00Z","timestamp":1695513600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Spanish Ministry of Economy and Competitiveness","award":["PSI2012-36278"],"award-info":[{"award-number":["PSI2012-36278"]}]},{"name":"Spanish Ministry of Economy and Competitiveness","award":["SA120U13"],"award-info":[{"award-number":["SA120U13"]}]},{"name":"Autonomous Community of Castilla-Leon","award":["PSI2012-36278"],"award-info":[{"award-number":["PSI2012-36278"]}]},{"name":"Autonomous Community of Castilla-Leon","award":["SA120U13"],"award-info":[{"award-number":["SA120U13"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>The construct of support needs has become a key aspect for the diagnostics, classification, and interventional management of autism spectrum disorders (ASDs). However, instruments specifically designed to assess support needs in this population are not available. Currently, the Supports Intensity Scale for Children (SIS-C), which could be administered to assess students with any type of intellectual disability (ID), is the only valid tool able to assess support needs in Spain. Our aim was to verify whether the SIS-C is useful for assessing the support needs of students with ASD, regardless of whether or not they present ID. The participants were subdivided into two groups. One group included students with ASD and ID (n = 248), and the other comprised participants with ASD without an ID (n = 44). The results of the two groups were compared with those reported in the original validation sample of the SIS-C, which involved participants with ID without ASD (n = 566). The results showed that this scale could be useful for assessing support needs in the three subgroups, but it appeared that different standardized norms based on the characteristics of each specific population would be appropriate.<\/jats:p>","DOI":"10.3390\/bs13100793","type":"journal-article","created":{"date-parts":[[2023,9,24]],"date-time":"2023-09-24T10:48:31Z","timestamp":1695552511000},"page":"793","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment"],"prefix":"10.3390","volume":"13","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2465-6082","authenticated-orcid":false,"given":"Ver\u00f3nica M.","family":"Guill\u00e9n","sequence":"first","affiliation":[{"name":"Department of Education, Universidad de Cantabria, 39005 Santander, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5802-8220","authenticated-orcid":false,"given":"Miguel \u00c1.","family":"Verdugo","sequence":"additional","affiliation":[{"name":"Institute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Pedro","family":"Jim\u00e9nez","sequence":"additional","affiliation":[{"name":"Institute for Community Inclusion, Universidad de Salamanca, 37005 Salamanca, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1420-6918","authenticated-orcid":false,"given":"Virginia","family":"Aguayo","sequence":"additional","affiliation":[{"name":"Institute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7757-1299","authenticated-orcid":false,"given":"Antonio M.","family":"Amor","sequence":"additional","affiliation":[{"name":"Institute for Community Inclusion and Department of Personality, Assessment, and Psychological Treatments, Universidad de Salamanca, 37005 Salamanca, Spain"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1968","published-online":{"date-parts":[[2023,9,24]]},"reference":[{"key":"ref_1","unstructured":"Autism Centers for Disease Control and Prevention (2023, July 28). Identified Prevalence of Autism Spectrum Disorders, Available online: https:\/\/www.cdc.gov\/ncbddd\/autism\/data.html."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"778","DOI":"10.1002\/aur.2696","article-title":"Global prevalence of autism: A systematic review update","volume":"15","author":"Zeidan","year":"2022","journal-title":"Autism Res."},{"key":"ref_3","first-page":"4","article-title":"Prevalencia de los trastornos del espectro autista en ni\u00f1os en Estados Unidos, Europa y Espa\u00f1a: Coincidencias y discrepancias","volume":"79","author":"Blanco","year":"2019","journal-title":"Medicina"},{"key":"ref_4","doi-asserted-by":"crossref","first-page":"619","DOI":"10.1017\/S0033291710000991","article-title":"IQ in children with autism spectrum disorders: Data from the Special Needs an Autism Project (SNAP)","volume":"41","author":"Charman","year":"2010","journal-title":"Psychol. Med."},{"key":"ref_5","doi-asserted-by":"crossref","first-page":"16","DOI":"10.4219\/gct-2004-148","article-title":"Gifted students with disabilities: Are we finding them?","volume":"27","author":"Karnes","year":"2004","journal-title":"Gift. Child Today"},{"key":"ref_6","doi-asserted-by":"crossref","first-page":"1107","DOI":"10.1016\/j.ridd.2009.06.003","article-title":"Intellectual disability and its relationship to autism spectrum disorders","volume":"30","author":"Matson","year":"2009","journal-title":"Res. Dev. Disabil."},{"key":"ref_7","doi-asserted-by":"crossref","first-page":"221","DOI":"10.1177\/1362361319852831","article-title":"The misnomer of \u2018high functioning autism\u2019: Intelligence is an imprecise predictor of functional abilities at diagnosis","volume":"24","author":"Alvares","year":"2020","journal-title":"Autism"},{"key":"ref_8","doi-asserted-by":"crossref","unstructured":"Schopler, E., and Mesibov, G.B. (1995). Learning and Cognition in Autism. Current Issues in Autism, Springer.","DOI":"10.1007\/978-1-4899-1286-2"},{"key":"ref_9","doi-asserted-by":"crossref","first-page":"467","DOI":"10.1007\/s10803-015-2584-5","article-title":"Longitudinal examination of adaptive behavior in autism spectrum disorders: Influence of executive function","volume":"47","author":"Pugliese","year":"2016","journal-title":"J. Autism Dev. Disord."},{"key":"ref_10","doi-asserted-by":"crossref","first-page":"23","DOI":"10.1007\/s00787-012-0312-7","article-title":"Medical conditions affect the outcome of early intervention in preschool children with autism spectrum disorders","volume":"22","author":"Erikson","year":"2013","journal-title":"Eur. Child Adolesc. Psychiatry"},{"key":"ref_11","doi-asserted-by":"crossref","first-page":"311","DOI":"10.1016\/j.ridd.2014.09.012","article-title":"The role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders","volume":"36","author":"McDonnell","year":"2015","journal-title":"Res. Dev. Disabil."},{"key":"ref_12","doi-asserted-by":"crossref","first-page":"626","DOI":"10.1007\/s10803-014-2217-4","article-title":"A cross-sectional cohort study of a large, statewide Medicaid home and community-based services autism waiver program","volume":"45","author":"Eskow","year":"2015","journal-title":"J. Autism Dev. Disord."},{"key":"ref_13","doi-asserted-by":"crossref","unstructured":"American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders, APA. [5th ed.]. (DSM-5).","DOI":"10.1176\/appi.books.9780890425596"},{"key":"ref_14","unstructured":"American Psychiatric Association (2022). Diagnostic and Statistical Manual of Mental Disorders, APA. [5th ed.]. Text Revision (DSM-5-TR)."},{"key":"ref_15","doi-asserted-by":"crossref","first-page":"293","DOI":"10.1177\/1088357615625060","article-title":"Examining the Reliability and Validity of the Supports Intensity Scale\u2013Children\u2019s Version in Children with Autism and Intellectual Disability","volume":"32","author":"Shogren","year":"2016","journal-title":"Focus Autism Other Dev. Disabil."},{"key":"ref_16","doi-asserted-by":"crossref","first-page":"865","DOI":"10.1007\/s10803-016-2995-y","article-title":"The support needs of children with ID and autism: Implications for supports planning and subgroup classification","volume":"47","author":"Shogren","year":"2017","journal-title":"J. Autism Dev. Disord."},{"key":"ref_17","first-page":"18","article-title":"Measuring the Support Needs of People with Intellectual Disability and Autism Spectrum Disorder with the Supports Intensity Scale\u2014Adult Version","volume":"56","author":"Thompson","year":"2021","journal-title":"Educ. Train. Autism Devolpmental Disabilties"},{"key":"ref_18","first-page":"259468","article-title":"Support, inclusion, and special education teachers\u2019 attitudes toward the education of students with autism spectrum disorders","volume":"2012","author":"Moreno","year":"2012","journal-title":"Autism Res. Treat."},{"key":"ref_19","doi-asserted-by":"crossref","first-page":"44","DOI":"10.1177\/0888406414558096","article-title":"Views from the trenches: Teacher and student support needed for full inclusion of students with ASD","volume":"38","author":"Able","year":"2015","journal-title":"Teach. Educ. Spec. Educ."},{"key":"ref_20","doi-asserted-by":"crossref","first-page":"51","DOI":"10.1111\/j.1469-7610.1996.tb01380.x","article-title":"Executive Functions and Developmental Psychopathology","volume":"37","author":"Pennington","year":"1996","journal-title":"J. Child Psychol. Psychiatry"},{"key":"ref_21","unstructured":"Frith, U. (1989). Autism: Explaining the Enigma, Blackwell Scientific Publications."},{"key":"ref_22","doi-asserted-by":"crossref","unstructured":"Vivanti, G., and Rogers, S.J. (2014). Autism and the mirror neuron system: Insights from learning and teaching. Philos. Trans. R. Soc. B Biol. Sci., 369.","DOI":"10.1098\/rstb.2013.0184"},{"key":"ref_23","doi-asserted-by":"crossref","first-page":"17","DOI":"10.1177\/1362361313499456","article-title":"Exploring the \u2018fractionation\u2019 of autism at the cognitive level","volume":"18","author":"Brunsdon","year":"2014","journal-title":"Autism"},{"key":"ref_24","doi-asserted-by":"crossref","first-page":"182","DOI":"10.3389\/fpsyg.2015.00182","article-title":"Spontaneous strategy use in children with autism spectrum disorder: The roles of metamemory and language skills","volume":"6","author":"Bebko","year":"2015","journal-title":"Front. Psychol."},{"key":"ref_25","doi-asserted-by":"crossref","first-page":"932","DOI":"10.1007\/s10803-012-1638-1","article-title":"A meta-analysis of the reading comprehension skills of individuals on the autism spectrum","volume":"43","author":"Brown","year":"2013","journal-title":"J. Autism Dev. Disord."},{"key":"ref_26","doi-asserted-by":"crossref","first-page":"670","DOI":"10.1177\/1745691613507457","article-title":"Autism and Dyslexia A Glance Over 25 Years of Research","volume":"8","author":"Frith","year":"2013","journal-title":"Perspect. Psychol. Sci."},{"key":"ref_27","doi-asserted-by":"crossref","first-page":"200","DOI":"10.1177\/1362361313516549","article-title":"Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder","volume":"19","author":"Wei","year":"2015","journal-title":"Autism"},{"key":"ref_28","unstructured":"Schalock, R.L., Luckasson, R.A., and Tass\u00e9, M.J. (2021). Intellectual Disability: Definition, Diagnosis, Classification, and Planning Support, American Association on Intellectual and Developmental Disabilities."},{"key":"ref_29","doi-asserted-by":"crossref","first-page":"135","DOI":"10.1352\/1934-9556-47.2.135","article-title":"Conceptualizing supports and support needs of people with intellectual disability","volume":"47","author":"Thompson","year":"2009","journal-title":"Intellect. Dev. Disabil."},{"key":"ref_30","doi-asserted-by":"crossref","unstructured":"Nistor, G., and Dumitru, C.L. (2021). Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions. Sustainability, 13.","DOI":"10.3390\/su13137056"},{"key":"ref_31","doi-asserted-by":"crossref","unstructured":"Schopler, E., Lansing, M., Reichler, R., and Marcus, L. (2005). PEP-3 Psychoeducational Profile, Texas Pro-Ed.","DOI":"10.1037\/t52601-000"},{"key":"ref_32","doi-asserted-by":"crossref","first-page":"62","DOI":"10.1177\/0734282913485543","article-title":"Assessing social skills in early elementary-aged children with autism spectrum disorders: The Social Skills Q-Sort","volume":"32","author":"Locke","year":"2014","journal-title":"J. Psychoeduc. Assess."},{"key":"ref_33","doi-asserted-by":"crossref","first-page":"171","DOI":"10.1111\/jcpp.12460","article-title":"Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition","volume":"57","author":"Kasari","year":"2016","journal-title":"J. Child Psychol. Psychiatry"},{"key":"ref_34","doi-asserted-by":"crossref","first-page":"125","DOI":"10.1352\/2326-6988-2.2.125","article-title":"Assessment and Planning in k-12 Schools: A Social-Ecological Approach","volume":"2","author":"Walker","year":"2014","journal-title":"Inclusion"},{"key":"ref_35","doi-asserted-by":"crossref","first-page":"123","DOI":"10.1177\/0741932513519826","article-title":"Applying an implementation science framework for adoption of a comprehensive program for high school students with autism spectrum disorder","volume":"35","author":"Odom","year":"2014","journal-title":"Remedial Spec. Educ."},{"key":"ref_36","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1177\/1362361314562616","article-title":"The transition from primary to secondary school in mainstream education for children with autism spectrum disorder","volume":"20","author":"Mandy","year":"2016","journal-title":"Autism"},{"key":"ref_37","first-page":"28","article-title":"A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation","volume":"33","author":"Schalock","year":"2021","journal-title":"Psicothema"},{"key":"ref_38","unstructured":"Thompson, J.R., Bryant, B., Campbell, E.M., Craig, E.M., Hughes, C., Rotholz, D.A., Schalock, R.L., Silverman, W.P., Tass\u00e9, M.J., and Wehmeyer, M.L. (2008). Supports Intensity Scale User\u2019s Manual, American Association on Mental Retardation."},{"key":"ref_39","unstructured":"Thompson, J.R., Bryant, B.R., Shogren, K.A., Tass\u00e9, M.J., Wehmeyer, M.L., Campbell, E.M., Craig, E.M., Hughes, C., and Rotholz, D. (2015). Supports Intensity Scale-Adults\u2019s Version, American Association on Intellectual and Developmental Disabilities."},{"key":"ref_40","unstructured":"Schalock, R.L., Thompson, J.R., and Tass\u00e9, M.J. (2008). International Implementation of the Supports Intensity Scale, American Association on Intellectual and Developmental Disabilities."},{"key":"ref_41","unstructured":"Schalock, R., Tass\u00e9, M., and Thompson, J.R. (2018). AAIDD White Paper How Organizations and Systems Use Supports Intensity Scales, AAIDD. Available online: https:\/\/aaidd.org\/docs\/default-source\/sis-docs\/howorganizationsusesis_webrev-final.pdf?sfvrsn=0."},{"key":"ref_42","first-page":"73","article-title":"Intensidad de apoyos, salud mental, empleo y su relaci\u00f3n con resultados de calidad de vida","volume":"2","year":"2019","journal-title":"Siglo Cero"},{"key":"ref_43","doi-asserted-by":"crossref","first-page":"140","DOI":"10.1352\/2326-6988-2.2.140","article-title":"The Supports Intensity Scale-Children\u2019s Version: Preliminary Reliability and Validity","volume":"2","author":"Thompson","year":"2014","journal-title":"Inclusion"},{"key":"ref_44","unstructured":"Thompson, J.R., Wehmeyer, M.L., Hughes, C., Shogren, K.A., Seo, H., Little, T.D., Schalock, R.L., Realon, R.E., Copeland, S.R., and Patton, J.R. (2016). Supports Intensity Scale-Children\u2019s Version, American Association on Intellectual and Developmental Disabilities."},{"key":"ref_45","unstructured":"Verdugo, M.A., Arias, V., Guill\u00e9n, V., Amor, A.M., Aguayo, V., Vicente, E., and Jim\u00e9nez, P. (2021). Desarrollo y Validaci\u00f3n de una Escala de Evaluaci\u00f3n de Necesidades de Apoyo Para Ni\u00f1os y Adolescentes con Discapacidad Intelectual: Resultados del Proyecto de Investigaci\u00f3n, Herramientas del INICO."},{"key":"ref_46","unstructured":"Schalock, R.L. (1999). Adaptive Behavior and Its Measurement: Implications for the Field of Mental Retardation, American Association on Mental Retardation."},{"key":"ref_47","first-page":"151","article-title":"Directrices para la traducci\u00f3n y adaptaci\u00f3n de los test (2a ed.)","volume":"25","author":"Elousa","year":"2013","journal-title":"Psicothema"},{"key":"ref_48","doi-asserted-by":"crossref","first-page":"874","DOI":"10.1002\/pits.21863","article-title":"Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment","volume":"52","author":"Shogren","year":"2015","journal-title":"Psychol. Sch."},{"key":"ref_49","unstructured":"Thompson, J.R., Schalock, R.L., and Tasse, M.J. (2018). Evidence for the Reliability and Validity of the Supports Intensity Scales, American Association on Intellectual and Developmental Disabilities. Available online: https:\/\/www.aaidd.org\/docs\/default-source\/sis-docs\/evidence-for-the-reliabilityandvalidity-of-the-sis.pdf?sfvrsn\u00bc7ed3021_0."},{"key":"ref_50","doi-asserted-by":"crossref","first-page":"140","DOI":"10.1016\/j.ridd.2015.11.022","article-title":"Confirmatory factor Analysis of the Supports Intensity Scale for Children","volume":"49\u201350","author":"Verdugo","year":"2016","journal-title":"Res. Dev. Disabil."},{"key":"ref_51","doi-asserted-by":"crossref","unstructured":"Verdugo, M.A., Aguayo, V., Arias, V.B., and Garc\u00eda-Dom\u00ednguez, L. (2020). A systematic review of the Assessment of Support Needs in People with Intellectual and Developmental Disabilities. Int. J. Environ. Res. Public Health, 17.","DOI":"10.3390\/ijerph17249494"},{"key":"ref_52","doi-asserted-by":"crossref","first-page":"471","DOI":"10.1007\/s10803-013-1882-z","article-title":"Brief report: DSM-5 \u201clevels of support:\u201d A comment on discrepant conceptualizations of severity in ASD","volume":"44","author":"Weitlauf","year":"2014","journal-title":"J. Autism Dev. Disord."},{"key":"ref_53","doi-asserted-by":"crossref","unstructured":"Conn, C. (2016). Observation, Assessment and Planning in Inclusive Autism Education: Supporting Learning and Development, Routledge.","DOI":"10.4324\/9781315731827"},{"key":"ref_54","doi-asserted-by":"crossref","first-page":"550","DOI":"10.1352\/1944-7558-121.6.550","article-title":"Construct validation of the Supports Intensity-Scale Children and Adult Versions: An application of a pseudo multitrait-multimethod approach","volume":"121","author":"Seo","year":"2016","journal-title":"Am. J. Intellect. Dev. Disabil."},{"key":"ref_55","doi-asserted-by":"crossref","first-page":"1306","DOI":"10.1016\/j.ridd.2009.05.007","article-title":"Usefulness of the Supports Intensity Scale (SIS) for persons with other than intellectual disabilities","volume":"30","author":"Bossaert","year":"2009","journal-title":"Res. Dev. Disabil."},{"key":"ref_56","doi-asserted-by":"crossref","first-page":"9","DOI":"10.1016\/j.apnu.2011.05.002","article-title":"La utilizaci\u00f3n de la Escala de Intensidad de Apoyos con poblaciones psiqui\u00e1tricos: Propiedades psicom\u00e9tricas y utilidad para la planificaci\u00f3n de prestaci\u00f3n de servicios","volume":"25","author":"Jenaro","year":"2011","journal-title":"Arch. Psychiatr. Nurs."},{"key":"ref_57","doi-asserted-by":"crossref","first-page":"277","DOI":"10.1007\/s10882-011-9227-3","article-title":"Reliability and validity of the Supports Intensity Scale (SIS) measured in adults with physical disabilities","volume":"23","author":"Smit","year":"2011","journal-title":"J. Dev. Phys. Disabil."},{"key":"ref_58","first-page":"739","article-title":"Support needs of children with cerebral palsy","volume":"69","year":"2020","journal-title":"Int. J. Disabil. Dev. Educ."},{"key":"ref_59","doi-asserted-by":"crossref","first-page":"719","DOI":"10.1007\/s10803-013-1914-8","article-title":"Brief report: Problem-solving therapy in college students with autism spectrum disorders: Feasibility and preliminary efficacy","volume":"44","author":"Pugliese","year":"2014","journal-title":"J. Autism Dev. Disord."},{"key":"ref_60","first-page":"475","article-title":"Research-based principles and practices for educating students with autism: Self-determination and social interactions","volume":"45","author":"Wehmeyer","year":"2010","journal-title":"Educ. Train. Autism Dev. Disabil."},{"key":"ref_61","doi-asserted-by":"crossref","unstructured":"Wehmeyer, M.L. (2013). The Oxford Handbook of Positive Psychology and Disability, Oxford University Press.","DOI":"10.1093\/oxfordhb\/9780195398786.001.0001"}],"container-title":["Behavioral Sciences"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/www.mdpi.com\/2076-328X\/13\/10\/793\/pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,10,10]],"date-time":"2025-10-10T20:57:02Z","timestamp":1760129822000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.mdpi.com\/2076-328X\/13\/10\/793"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023,9,24]]},"references-count":61,"journal-issue":{"issue":"10","published-online":{"date-parts":[[2023,10]]}},"alternative-id":["bs13100793"],"URL":"https:\/\/doi.org\/10.3390\/bs13100793","relation":{},"ISSN":["2076-328X"],"issn-type":[{"value":"2076-328X","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023,9,24]]}}}