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Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales / Liselotte KJELLMER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales Type de document : Texte imprimé et/ou numérique Auteurs : Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur Année de publication : 2012 Article en page(s) : p.1119-1125 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language comprehension Reynell Developmental Language Scales Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125[article] Language comprehension in preschoolers with autism spectrum disorders without intellectual disability: Use of the Reynell Developmental Language Scales [Texte imprimé et/ou numérique] / Liselotte KJELLMER, Auteur ; Asa HEDVALL, Auteur ; Anette HOLM, Auteur ; Elisabeth FERNELL, Auteur ; Christopher GILLBERG, Auteur ; Fritjof NORRELGEN, Auteur . - 2012 . - p.1119-1125.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1119-1125
Mots-clés : Autism spectrum disorder Language comprehension Reynell Developmental Language Scales Preschool children Index. décimale : PER Périodiques Résumé : This study aimed to (a) assess language comprehension in children with autism spectrum disorders (ASD) without intellectual disability, (b) assess differences between ASD diagnostic subgroups, and (c) analyze the relationship between language comprehension and performance and verbal IQ, respectively. The 94 participants (83 boys, 11 girls; 4:0–6:8 years) were a subgroup of a large cohort of 208 Swedish preschool children with ASD that had been followed longitudinally over 2 years. The Comprehension Scale of the Reynell Developmental Language Scales III (RDLS) was used at follow-up to assess language comprehension. Results revealed a delay in the development of language comprehension as well as high variability within the group as a whole. The Asperger syndrome and the Autistic feature groups performed within the normal range whereas the PDD-NOS and the Autistic disorder groups performed at the lower boundary of the normal range. However, importantly, 38% or more of the children showed results in the impaired range (i.e., <10th percentile) regardless of ASD type. Explained variance in language comprehension scores were 10% for non-verbal and 41% for verbal IQ. Many children with ASD without intellectual disability may have difficulties comprehending instructions in the classroom and in other everyday situations. The results highlight the need for detailed linguistic assessment of children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.03.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 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