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Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests / Anders NORDAHL-HANSEN in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests Type de document : Texte imprimé et/ou numérique Auteurs : Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur Article en page(s) : p.1100-1106 Langues : Anglais (eng) Mots-clés : Language assessment ASD Concurrent validity Reynell Developmental Language Scales Mullen Scales of Early Learning Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106[article] Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests [Texte imprimé et/ou numérique] / Anders NORDAHL-HANSEN, Auteur ; Anett KAALE, Auteur ; Stein Erik ULVUND, Auteur . - p.1100-1106.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1100-1106
Mots-clés : Language assessment ASD Concurrent validity Reynell Developmental Language Scales Mullen Scales of Early Learning Communicative Development Inventory Index. décimale : PER Périodiques Résumé : Abstract Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.017 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Pragmatic language markers of autism diagnosis and severity / Jill K. DOLATA in Research in Autism Spectrum Disorders, 94 (June 2022)
[article]
Titre : Pragmatic language markers of autism diagnosis and severity Type de document : Texte imprimé et/ou numérique Auteurs : Jill K. DOLATA, Auteur ; Shannon SUAREZ, Auteur ; Beth CALAME, Auteur ; Eric FOMBONNE, Auteur Article en page(s) : 101970 Langues : Anglais (eng) Mots-clés : Language assessment Parent report Social communication Index. décimale : PER Périodiques Résumé : Purpose Assessment of pragmatic language difficulties is limited with conventional tests but can be performed with informant reports. We evaluated the performance of a parent-completed language scale in differentiating autism from typical development (TD) and another neurodevelopmental disorder. Specifically, we aimed to gauge the respective values of structural and pragmatic language scores for diagnostic discrimination and for predicting severity of social impairment in autistic children. Method 174 children aged 7?17 (101 with autism, 45 with ADHD, 28 with TD) were evaluated with the ADOS-2 and an abbreviated version of the WISC. Parents completed the Children?s Communication Checklist, 2nd Edition (CCC-2) and the Social Responsiveness Scale. CCC-2 mean differences across diagnostic groups were tested with analysis of variance and covariance. Multiple linear regression was used to compare the structural and pragmatic CCC-2 scores in predicting autism symptom severity. Results Both structural and pragmatic language scores discriminated between the three diagnostic groups, with stronger effects for the pragmatic scores. Pragmatic scores remained robust predictors of ADHD and ASD diagnoses even after accounting for cognitive and structural linguistic differences. Among autistic children, social impairment severity was associated with pragmatic, but not structural, language profiles. Conclusions In order to characterize pragmatic language, easy to administer parent questionnaires such as the CCC-2 may support clinicians who are considering an autism diagnosis and needing to evaluate and monitor social communication. En ligne : https://doi.org/10.1016/j.rasd.2022.101970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101970[article] Pragmatic language markers of autism diagnosis and severity [Texte imprimé et/ou numérique] / Jill K. DOLATA, Auteur ; Shannon SUAREZ, Auteur ; Beth CALAME, Auteur ; Eric FOMBONNE, Auteur . - 101970.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 94 (June 2022) . - 101970
Mots-clés : Language assessment Parent report Social communication Index. décimale : PER Périodiques Résumé : Purpose Assessment of pragmatic language difficulties is limited with conventional tests but can be performed with informant reports. We evaluated the performance of a parent-completed language scale in differentiating autism from typical development (TD) and another neurodevelopmental disorder. Specifically, we aimed to gauge the respective values of structural and pragmatic language scores for diagnostic discrimination and for predicting severity of social impairment in autistic children. Method 174 children aged 7?17 (101 with autism, 45 with ADHD, 28 with TD) were evaluated with the ADOS-2 and an abbreviated version of the WISC. Parents completed the Children?s Communication Checklist, 2nd Edition (CCC-2) and the Social Responsiveness Scale. CCC-2 mean differences across diagnostic groups were tested with analysis of variance and covariance. Multiple linear regression was used to compare the structural and pragmatic CCC-2 scores in predicting autism symptom severity. Results Both structural and pragmatic language scores discriminated between the three diagnostic groups, with stronger effects for the pragmatic scores. Pragmatic scores remained robust predictors of ADHD and ASD diagnoses even after accounting for cognitive and structural linguistic differences. Among autistic children, social impairment severity was associated with pragmatic, but not structural, language profiles. Conclusions In order to characterize pragmatic language, easy to administer parent questionnaires such as the CCC-2 may support clinicians who are considering an autism diagnosis and needing to evaluate and monitor social communication. En ligne : https://doi.org/10.1016/j.rasd.2022.101970 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 Inter-Rater Agreement for the Milestones and Barriers Assessments of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) / K. L. MONTALLANA in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Inter-Rater Agreement for the Milestones and Barriers Assessments of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Type de document : Texte imprimé et/ou numérique Auteurs : K. L. MONTALLANA, Auteur ; B. M. GARD, Auteur ; A. D. LOTFIZADEH, Auteur ; A. POLING, Auteur Article en page(s) : p.2015-2023 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inter-rater agreement Language assessment Reliability Verbal Behavior Milestones Assessment and Placement Program Verbal behavior Index. décimale : PER Périodiques Résumé : We determined inter-rater agreement for the VB-MAPP, an instrument sometimes used in planning educational goals and evaluating intervention effects for young people with autism. A pair of raters independently rated each of 32 children diagnosed with autism. Intraclass correlation coefficients for the total Milestones and Barrier scores were 0.876 and 0.629, respectively, indicating good and moderate reliability. There was variability in reliability in the different domains of the Milestones Assessment, with most indicating moderate reliability, and most of the individual Barriers Assessment domains indicating poor reliability. These are the first data relevant to the reliability of the VB-MAPP, they suggest that further evaluation of its reliability is merited and that a high reliability for individual domains should not be assumed. En ligne : http://dx.doi.org/10.1007/s10803-019-03879-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2015-2023[article] Inter-Rater Agreement for the Milestones and Barriers Assessments of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) [Texte imprimé et/ou numérique] / K. L. MONTALLANA, Auteur ; B. M. GARD, Auteur ; A. D. LOTFIZADEH, Auteur ; A. POLING, Auteur . - p.2015-2023.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.2015-2023
Mots-clés : Autism spectrum disorder Inter-rater agreement Language assessment Reliability Verbal Behavior Milestones Assessment and Placement Program Verbal behavior Index. décimale : PER Périodiques Résumé : We determined inter-rater agreement for the VB-MAPP, an instrument sometimes used in planning educational goals and evaluating intervention effects for young people with autism. A pair of raters independently rated each of 32 children diagnosed with autism. Intraclass correlation coefficients for the total Milestones and Barrier scores were 0.876 and 0.629, respectively, indicating good and moderate reliability. There was variability in reliability in the different domains of the Milestones Assessment, with most indicating moderate reliability, and most of the individual Barriers Assessment domains indicating poor reliability. These are the first data relevant to the reliability of the VB-MAPP, they suggest that further evaluation of its reliability is merited and that a high reliability for individual domains should not be assumed. En ligne : http://dx.doi.org/10.1007/s10803-019-03879-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393