Comparing Methods for Assessing Receptive Language Skills in Minimally Verbal Children and Adolescents with Autism Spectrum Disorders

Autor/inn/en	Plesa Skwerer, Daniela; Jordan, Samantha E.; Brukilacchio, Briana H.; Tager-Flusberg, Helen
Titel	Comparing Methods for Assessing Receptive Language Skills in Minimally Verbal Children and Adolescents with Autism Spectrum Disorders
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 5, S.591-604 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315600146
Schlagwörter	Comparative Analysis; Receptive Language; Language Acquisition; Infants; Evaluation Methods; Eye Movements; Autism; Pervasive Developmental Disorders; Measurement Techniques; Standardized Tests; Caregiver Attitudes; Scores; Vocabulary; Questionnaires; Computer Assisted Testing; Visual Stimuli; Language Processing; Verbal Ability; Language Impairments; Diagnostic Tests; Observation; Adjustment (to Environment); Behavior Rating Scales; Intelligence Tests; Check Lists; Correlation; Statistical Analysis; Massachusetts (Boston); Peabody Picture Vocabulary Test; Raven Progressive Matrices; Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Infant; Toddler; Toddlers; Kleinkind; Augenbewegung; Autismus; Messtechnik; Standadised tests; Standardisierter Test; Wortschatz; Fragebogen; Sprachverarbeitung; Mündliche Leistung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test; Beobachtung; Intelligence test; Intelligenztest; Checkliste; Korrelation; Statistische Analyse
Abstract	This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word-image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01