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Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review / Perman GOCHYYEV ; Devashish TIWARI in Research in Autism Spectrum Disorders, 110 (February 2024)
[article]
Titre : Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review Type de document : Texte imprimé et/ou numérique Auteurs : Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur Article en page(s) : p.102298 Mots-clés : Autism Motor Review Standardized assessments Accommodations Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102298[article] Use of standardized motor assessments in children with autism spectrum disorder: A meta-analysis and systematic review [Texte imprimé et/ou numérique] / Perman GOCHYYEV, Auteur ; Devashish TIWARI, Auteur . - p.102298.
in Research in Autism Spectrum Disorders > 110 (February 2024) . - p.102298
Mots-clés : Autism Motor Review Standardized assessments Accommodations Test reporting Index. décimale : PER Périodiques Résumé : Background To summarize and appraise the existing literature on the use of standardized motor assessments in children with Autism Spectrum Disorder (ASD), with a special focus on the trends for administering and reporting standardized results in this population. Methods A thorough literature search was conducted for studies published from 2000 to 2023 on the motor skills of children with ASD using standardized motor assessments, followed by screening and data extraction. Results A total of 22 studies were included in the review. With respect to the administration of standardized tests, six studies did not report on accommodations, five studies indicated no use of accommodations, and 11 studies used a variety of accommodations (visuals, repeated demonstrations, etc.). Large effect sizes obtained from 18 out of the total 22 studies indicated poor overall, gross, and fine motor skills of children with ASD compared to typically developing (TD) peers. With respect to prevalence, only eight studies reported on the prevalence of motor impairments in the ASD sample with values ranging from 16% to 88% of ASD sample. Similarly, only eight studies reported on specific motor domains/subtests impaired in children with ASD such as balance, ball skills, manual dexterity, and strength. Conclusions Although there is significant evidence for the presence of motor deficits in children with ASD, there is still uncertainty related to the prevalence, nature, and specificity of motor deficits, largely attributed to the variability in the study samples and designs. En ligne : https://doi.org/10.1016/j.rasd.2023.102298 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders / Daniela PLESA SKWERER in Autism, 20-5 (July 2016)
[article]
Titre : Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Daniela PLESA SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.591-604 Langues : Anglais (eng) Mots-clés : eye-tracking minimally verbal receptive language standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-5 (July 2016) . - p.591-604[article] Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Daniela PLESA SKWERER, Auteur ; Samantha E JORDAN, Auteur ; Brianna BRUKILACCHIO, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.591-604.
Langues : Anglais (eng)
in Autism > 20-5 (July 2016) . - p.591-604
Mots-clés : eye-tracking minimally verbal receptive language standardized assessments Index. décimale : PER Périodiques Résumé : This research addresses the challenges of assessing receptive language abilities in minimally verbal children with autism spectrum disorder by comparing several adapted measurement tools: a standardized direct assessment of receptive vocabulary (i.e. Peabody Picture Vocabulary Test-4); caregiver report measures including scores on the Vineland-II Communication domain and a vocabulary questionnaire consisting of a list of words ranging from simple, developmentally early, to more advanced words expected to be understood by at least some older children and adolescents; an eye-tracking test of word comprehension, using a word–image pair matching paradigm similar to that often used in studies of infant language acquisition; and a computerized assessment using a touch screen for directly measuring word comprehension with the same stimuli used in the eye-tracking experiment. Results of this multiple-method approach revealed significant heterogeneity in receptive language abilities across participants and across assessment methods. Our findings underscore the need to find individualized approaches for capturing the potential for language comprehension of minimally verbal children with autism spectrum disorder who remain otherwise untestable, using several types of assessment that may include methods based on eye-tracking or touch-screen responding. En ligne : http://dx.doi.org/10.1177/1362361315600146 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290