Alternative Receptive Language Assessment Modalities and Stimuli for Autistic Children Who Are Minimally Verbal

Autor/inn/en	Muller, Kristen; Brady, Nancy C.; Fleming, Kandace K.
Titel	Alternative Receptive Language Assessment Modalities and Stimuli for Autistic Children Who Are Minimally Verbal
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 6, S.1522-1535 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muller, Kristen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211065225
Schlagwörter	Receptive Language; Vocabulary; Autism Spectrum Disorders; Children; Preadolescents; Verbal Ability; Evaluation Methods; Measurement Techniques; Stimuli; Individual Characteristics; Cognitive Ability; Behavior Problems; Symptoms (Individual Disorders); Students with Disabilities; Nonverbal Ability; Handheld Devices; Peabody Picture Vocabulary Test; Childhood Autism Rating Scale; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Wortschatz; Autism; Autismus; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Mündliche Leistung; Messtechnik; Anreizsystem; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Denkfähigkeit; Psychiatrische Symptomatik; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
Abstract	The primary aim of this study was to evaluate and compare alternative modalities and stimuli used to measure receptive vocabulary skills in autistic children who are minimally verbal. This study systematically compared participants' outcomes on three different receptive vocabulary assessment conditions: a low-tech assessment that used a stimulus book, a touchscreen assessment, and an assessment that used real-object stimuli. A secondary aim of this study was to examine how individual characteristics such as nonverbal cognition, maladaptive behavior, and autism symptomology impact performance on assessment conditions. Participants were 27 autistic students between the ages of 3 and 12 who had minimal verbal skills. Participants responded to 12 items in 3 assessment conditions (972 total items). Results from a crossed random effects model showed that participants' scores in the real-object assessment condition were significantly higher than in the low-tech book condition and marginally higher than scores in the touchscreen assessment condition. Nonverbal cognition accounted for 44% of the variance in participants' scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01