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Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder / Carlin CONNER in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder tele-assessment standardized assessment oral language reading writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Conducting oral and written language adapted tele-assessments with early elementary-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Carlin CONNER, Auteur ; Alyssa R. HENRY, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism spectrum disorder tele-assessment standardized assessment oral language reading writing Index. décimale : PER Périodiques Résumé : Background and aims Due to the COVID-19 pandemic, tele-health has gained popularity for both providing services and delivering assessments to children with disabilities. In this manuscript, we discuss the process of collecting standardized oral language, reading, and writing tele-assessment data with early elementary children with autism spectrum disorder (ASD) and offer preliminary findings related to child and parent engagement and technology issues. Methods The data presented are from pretest assessments during an efficacy study examining the electronic delivery of a listening comprehension intervention for children with ASD. Pretest sessions included a battery of standardized language, reading, and writing assessments, conducted over Zoom. The authors operationalized and developed a behavioral codebook of three overarching behavioral categories (parent involvement, child disengagement, and technology issues). Researchers coded videos offline to record frequencies of indicated behaviors across participants and assessment subtests. Results Involvement from parents accounted for the highest number of codes. Children showed some disengagement during assessment sessions. Technology issues were minimal. Behavioral categories appeared overall limited but varied across participants and assessments. Conclusions Parent involvement behaviors made up approximately two-thirds of the coded behaviors. Child disengagement behaviors made up approximately one-fourth of the coded behaviors, and these behaviors occurred more frequently across many different participants (with lower frequencies but greater coverage across children). Technology problems specific to responding to assessment items were relatively uncommon. Implications Clear guidelines including assessment preparation, modification of directions, and guidelines for parents who remain present are among the implications discussed. We also provide practical implications for continued successful adapted tele-assessments for children with ASD. En ligne : http://dx.doi.org/10.1177/23969415221133268 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Predictive and Concurrent Validity of Parent Concern About Young Children at Risk for Autism / Christine HESS in Journal of Autism and Developmental Disorders, 42-4 (April 2012)
[article]
Titre : Predictive and Concurrent Validity of Parent Concern About Young Children at Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christine HESS, Auteur ; Rebecca LANDA, Auteur Année de publication : 2012 Article en page(s) : p.575-584 Langues : Anglais (eng) Mots-clés : Autism Parent concern Communication Social Screening Standardized assessment Index. décimale : PER Périodiques Résumé : Parents’ concerns about their children’s development were examined prospectively at 14, 24, and 36 months for 89 younger siblings of a child with autism. Parent reported concern was high at all ages (40–75%) and was higher at 24 and 36 months in children with ASD than non-ASD outcomes ( p < .05). Communication concerns were reported most frequently. Parent concern compared to impairment classification based on concurrent standardized tests provided better specificity than sensitivity, and was better for communication than social functioning. Parent communication concern (but not social concern) at 24 months and 36 months predicted ASD versus non-ASD outcome; however, children’s impairment on standardized tests yielded greater predictive value at all ages ( p < .001). Close monitoring of this at risk group is warranted. En ligne : http://dx.doi.org/10.1007/s10803-011-1282-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153
in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.575-584[article] Predictive and Concurrent Validity of Parent Concern About Young Children at Risk for Autism [Texte imprimé et/ou numérique] / Christine HESS, Auteur ; Rebecca LANDA, Auteur . - 2012 . - p.575-584.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-4 (April 2012) . - p.575-584
Mots-clés : Autism Parent concern Communication Social Screening Standardized assessment Index. décimale : PER Périodiques Résumé : Parents’ concerns about their children’s development were examined prospectively at 14, 24, and 36 months for 89 younger siblings of a child with autism. Parent reported concern was high at all ages (40–75%) and was higher at 24 and 36 months in children with ASD than non-ASD outcomes ( p < .05). Communication concerns were reported most frequently. Parent concern compared to impairment classification based on concurrent standardized tests provided better specificity than sensitivity, and was better for communication than social functioning. Parent communication concern (but not social concern) at 24 months and 36 months predicted ASD versus non-ASD outcome; however, children’s impairment on standardized tests yielded greater predictive value at all ages ( p < .001). Close monitoring of this at risk group is warranted. En ligne : http://dx.doi.org/10.1007/s10803-011-1282-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153