Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format / Sharon ARNOLD in Good Autism Practice - GAP, 25-2 (October 2024)  

Public ISBD [article]  inGood Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Titre : Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format Type de document : texte imprimé Auteurs : Sharon ARNOLD, Auteur ; Phil REED, Auteur Article en page(s) : p.59-70 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Assessing reading comprehension abilities in non-verbal autistic children: evaluating the use of a non-verbal test format [texte imprimé] / Sharon ARNOLD, Auteur ; Phil REED, Auteur . - p.59-70. Langues : Anglais (eng) in Good Autism Practice - GAP > 25-2 (October 2024) . - p.59-70 Index. décimale : PER Périodiques Résumé : Comprehension skills are crucial elements of reading but are often difficult to assess in non-verbal children. Little research has been conducted with non-verbal autistic children and many reading tests require verbalisation, which may under-estimate the reading ability for this group. To ascertain the listening comprehension abilities of non-verbal autistic children (aged five to 15 years), a modified, multiple choice, non-verbal form of a listening comprehension assessment, comparable to the widely-used ‘New Salford Reading Test’ was created. Three groups were tested: verbal autistic children (n=31); non-verbal autistic children (n=40); and verbal non-autistic children with learning difficulties (n=32). For all three groups, both traditional and non-verbal reading assessments were conducted. The non-verbal autistic group was unable to score using the traditional version, but their listening comprehension skills were identified with the non-verbal test. These findings suggest that the use of the non-verbal test may offer a good assessment of the listening comprehension abilities for non-verbal autistic children. En ligne : https://www.ingentaconnect.com/content/bild/gap/2024/00000025/00000002/art00009  [...] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

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