A Multiple-Method Review of Accommodations to Gross Motor Assessments Commonly Used with Children and Adolescents on the Autism Spectrum

Autor/inn/en	Colombo-Dougovito, Andrew M.; Block, Martin E.; Zhang, Xiaoxia; Strehli, Ildiko
Titel	A Multiple-Method Review of Accommodations to Gross Motor Assessments Commonly Used with Children and Adolescents on the Autism Spectrum
Quelle	In: Autism: The International Journal of Research and Practice, 24 (2020) 3, S.693-706 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colombo-Dougovito, Andrew M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361319884400
Schlagwörter	Psychomotor Skills; Children; Adolescents; Autism; Pervasive Developmental Disorders; Testing Accommodations; Standardized Tests; Performance Tests; Motor Development; Measures (Individuals); Bruininks Oseretsky Test of Motor Proficiency; Mullen Scales of Early Learning; Battelle Developmental Inventory; Vineland Adaptive Behavior Scales; Bayley Scales of Infant Development; Beery Developmental Test of Visual Motor Integration + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Standadised tests; Standardisierter Test; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Motorische Entwicklung; Messdaten
Abstract	The purpose of this study is to understand the common accommodations used during standardized motor assessment of children on the autism spectrum. This study was completed in three parts: (1) a narrative review of the literature; (2) an open-ended survey sent to the first authors of the identified articles; and (3) a descriptive analysis of responses. Results revealed that 56.7% of the identified articles did not report enough information of assessment procedures, 18.9% followed the assessment manual, 16.9% provided accommodations on a needs basis, and 7.5% used a consistent modified protocol. Individual responses showed that extra demonstrations (n = 5) were the most frequent accommodation, followed by extra breaks (n = 3), picture cards (n = 2), and hand-over-hand assistance (n = 1); some respondents stated that they did not provide accommodations. The findings indicate that a clear set of accommodation for motor skill assessments does not exist, though some commonalities were reported. Further research is necessary to understand the impact of accommodations in the assessment process, as well as which accommodations are needed and/or effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01