Brief Report: Calculation and Convergent and Divergent Validity of a New ADOS-2 Expressive Language Score

Autor/inn/en	Mazurek, Micah O.; Baker-Ericzén, Mary; Kanne, Stephen M.
Titel	Brief Report: Calculation and Convergent and Divergent Validity of a New ADOS-2 Expressive Language Score
Quelle	In: American Journal on Intellectual and Developmental Disabilities, 124 (2019) 5, S.438-449 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1944-7515
Schlagwörter	Autism; Diagnostic Tests; Observation; Pervasive Developmental Disorders; Expressive Language; Computation; Verbal Ability; Receptive Language; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Diagnostic test; Diagnostischer Test; Beobachtung; Mündliche Leistung; Rezeptive Kommunikationsfähigkeit
Abstract	Despite the importance of expressive language for individuals with autism spectrum disorder (ASD), expressive language assessments are not consistently included in ASD research and many studies do not adequately describe participants' verbal abilities. A valid and efficient measure of expressive language would facilitate consistent reporting across ASD research studies and provide data for additional analyses. The current study developed a new Autism Diagnostic Observation Schedule (ADOS-2) expressive language score and examined convergent and divergent validity in a large, well-defined sample of children with ASD. This score was highly correlated with other measures of expressive language (including parent-report, direct assessment, and clinician ratings) and less strongly correlated with measures of receptive language and nonverbal cognitive ability, providing good evidence of convergent and divergent validity. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01