Assessing Spoken Language Competence in Children with Selective Mutism: Using Parents as Test Presenters

Autor/inn/en	Klein, Evelyn R.; Armstrong, Sharon Lee; Shipon-Blum, Elisa
Titel	Assessing Spoken Language Competence in Children with Selective Mutism: Using Parents as Test Presenters
Quelle	In: Communication Disorders Quarterly, 34 (2013) 3, S.184-195 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740112455053
Schlagwörter	Anxiety Disorders; Standardized Tests; Expressive Language; Speech; Stimuli; Oral Language; Receptive Language; Parents; Training; Testing; Scores; Parent Child Relationship; Language Impairments; Vocabulary; Story Telling; Listening Comprehension; Classification + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Speaking; Sprechen; Anreizsystem; Oral interpretation; Mündlicher Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Eltern; Ausbildung; Testdurchführung; Testen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatz; Hörverständnis; Classification system; Klassifikation; Klassifikationssystem
Abstract	Children with selective mutism (SM) display a failure to speak in select situations despite speaking when comfortable. The purpose of this study was to obtain valid assessments of receptive and expressive language in 33 children (ages 5 to 12) with SM. Because some children with SM will speak to parents but not a professional, another purpose was to explore the efficacy of employing parents to deliver test stimuli. Parents received training on presenting standardized test material and were monitored during testing by a professional who scored and interpreted the results. Professional-administered tests underestimated children's capabilities. However, even with parents, children's scores decreased as the tasks changed from receptive to expressive vocabulary and from narrative comprehension to telling a story on their own. Thus, although SM is typically classified as an anxiety disorder, an underlying expressive narrative language deficit was identified in 42% of children with SM using this new procedure. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10