Joungmin Kim

Factor structure of the Childhood Autism Rating Scale as per DSM-5

The DSM‐5 recently proposed new diagnostic criteria for autism spectrum disorder (ASD). Although many new or updated tools have been developed since the DSM‐IV was published in 1994, the Childhood Autism Rating Scale (CARS) has been used consistently in ASD diagnosis and research due to its technical adequacy, cost‐effectiveness, and practicality. Additionally, items in the CARS did not alter following the release of the revised DSM‐IV because the CARS factor structure was found to be consistent with the revised criteria after factor analysis. For that reason, in this study confirmatory factor analysis was used to identify the factor structure of the CARS.

Meta-analysis of the effect of job-related social skill training for secondary students with disabilities

BACKGROUND/OBJECTIVE: A meta-analysis of randomized controlled trials assessing job-related social skills training (SST) for secondary students with disabilities was conducted in order to examine its effect size (ES). METHODS:Outcome measures from seven studies were analyzed according to subgroups, including type of disability, outcomes, settings, and instruction methods. RESULTS: Results revealed that the overall effect size (ES) was moderate (.56). However, each subgroup revealed different results. Regarding disability, the effect of SST was not significant for students with Down syndrome and learning disabilities. Other disabilities, such as autism spectrum disorders, emotional/behavioral disorders, and intellectual disabilities, showed moderate effect sizes. Social skills outcomes produced the largest effect size. Regarding the setting, a school was a better place to meet students’ needs as compared to other facilities or work-sites for job-related SST. This was evidenced by direct instruction at schools showing the largest effect size among instructional methods. CONCLUSION: The current study provides valuable information regarding the present status and future direction of studies investigating job-related SST for secondary students with disabilities.

Emotional and Behavioral Disorders in South Korea: Current Status and Issues

In South Korea, there is no consensus on the definition of emotional and behavioral disorders (EBD). This column focuses on how the definition has affected the prevalence rates and services available for students with EBDs. Of the legal, clinical, and educational definitions, the legal definition of EBDs is currently in common use, which raises two issues: First, using this definition results in limitations in terms of interventions for and understanding of EBDs. Second, the definition represents a departure from how EBDs have been used to classify children and adolescents for the purposes of prevention. In short, it was found that administrative adjustments of the legal agents are required and that mutual cooperation is needed between service professionals and reformers. The role of each expert is stressed in the establishment of a concrete definition and service delivery system.