Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder

Autor/in	Aydin, Aydan
Titel	Development of the Parent Form of the Preschool Children's Communication Skills Scale and Comparison of the Communication Skills of Children with Normal Development and with Autism Spectrum Disorder
Quelle	In: Educational Sciences: Theory and Practice, 16 (2016) 6, S.2005-2028 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Autism; Pervasive Developmental Disorders; Communication Skills; Preschool Children; Comparative Analysis; Parents; Measures (Individuals); Factor Analysis; Test Reliability; Correlation; Scores; Test Validity; Foreign Countries; Statistical Analysis; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Autismus; Kommunikationsstil; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eltern; Messdaten; Faktorenanalyse; Testreliabilität; Korrelation; Testvalidität; Ausland; Statistische Analyse
Abstract	This study aims at developing an assessment scale for identifying preschool children's communication skills, at distinguishing children with communication deficiencies and at comparing the communication skills of children with normal development (ND) and those with autism spectrum disorder (ASD). Participants were 427 children of up to 6 years of age with ND (45% female, 55% male) and 76 children from ages 1-6 years with ASD (25% female, 75% male. Exploratory factor analysis and principal component analysis were applied to maintain construct validity. The total loads of factors were between 65.32% (0-1 module) and 75.75% (4-5 module). The Cronbach's alpha internal consistency coefficient value was high for all the modules (a[subscript min] = 0.93; a[subscript max] = 0.97). The items in all the modules are highly correlated to the total score of the module (r[subscript min] = 0.35; r[subscript max] = 0.91; p < 0.001), and the high/low groups of the items included in all the modules are distinctive (t[subscript n] = -9.95; t[subscript max] = -52.67; p < 0.001). Results of the independent samples t-test applied to compare children with ND and children with ASD revealed the difference in the means of all the modules is significant (t[subscript min] = 6.30; p < 0.001). In conclusion, all the modules in the parent form are sufficiently reliable and valid; thus, the form can be used to distinguish children with ND from those with ASD in terms of their communication skills. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01