Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders.
Comparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders.
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DOI：
10.1177/1362361315600146
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发表时间：
2016-07
期刊：
影响因子：
--
通讯作者：
Tager-Flusberg H
中科院分区：
文献类型：
--
作者：
Plesa Skwerer D;Jordan SE;Brukilacchio BH;Tager-Flusberg H
本研究通过比较几种适用的测量工具，解决了评估自闭症谱系障碍最低言语儿童接受性语言能力的挑战：接受性词汇的标准化直接评估（即皮博迪图片词汇测试-4）;护理者报告测量包括Vineland-II交流领域的分数和词汇问卷，发育早期，更先进的话，预计至少有一些年龄较大的儿童和青少年的理解;一个词的理解眼动跟踪测试，使用一个词图像对匹配的范式，类似于经常使用的婴儿语言习得的研究;以及使用触摸屏的计算机化评估，用于直接测量具有与眼动追踪实验中使用的相同刺激的单词理解。这种多方法的方法的结果显示显着的异质性，在接受语言能力的参与者和跨评估方法。我们的研究结果强调，需要找到个性化的方法来捕捉自闭症谱系障碍的语言理解能力的潜力，这些儿童在其他方面仍然是不可测试的，使用几种类型的评估，其中可能包括基于眼动跟踪或触摸屏响应的方法。
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.
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