Comparing iPad® and Paper Assessments for Children with ASD: An Initial Study

Autor/inn/en	Marble-Flint, Karissa J.; Strattman, Kathy H.; Schommer-Aikins, Marlene A.
Titel	Comparing iPad® and Paper Assessments for Children with ASD: An Initial Study
Quelle	In: Communication Disorders Quarterly, 40 (2019) 3, S.152-155 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118780750
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Language Tests; Vocabulary Development; Receptive Language; Standardized Tests; Handheld Devices; Computer Assisted Testing; Speech Language Pathology; Allied Health Personnel; Outcomes of Treatment + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language test; Sprachtest; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Standadised tests; Standardisierter Test
Abstract	iPad® and paper versions of a receptive vocabulary assessment were administered to 4- to 6-year olds with a diagnosis of autism spectrum disorder (ASD). No differences were found between scores on the two assessments. Standardized testing for children with ASD can be challenging; however, testing using the iPad® may offer a different avenue as it provides visual input that appears to be motivating. Findings suggest iPad® assessments offer an efficient format for itinerant speech-language pathologists (SLPs) and SLPs providing telepractice when creating individualized evaluation plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01