Improving social communication assessment for adolescents at risk for communication disorders

改善有沟通障碍风险的青少年的社会沟通评估

• 批准号: 10512670
• 负责人: Gerard Humphrey Poll
• 金额: $ 43.06万
• 依托单位: MIAMI UNIVERSITY OXFORD
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10512670
• 关键词: Address; Adolescent; Adopted; Adoption; Adult; Affect; Child; Clinical; Collaborations; Communication Research; Communication impairment; Data; Development; Developmental Disabilities; Dimensions; Employment; Goals; High Prevalence; Independent Living; Intervention; Interview; Judgment; Language; Link; Measures; Modeling; Outcome; Outcome Measure; Participant; Performance; Persons; Principal Component Analysis; Psychometrics; Research; Research Personnel; Residual state; Risk; Schools; Semantics; Social outcome; Speech Pathology; Structure; Students; Techniques; Testing; Universities; Validation; Work; base; clinical implementation; design; economic outcome; experience; field study; implementation study; improved; interest; response; skills; social communication; sound; undergraduate student; validation studies

Project Summary/Abstract Social communication deficits are common in adolescents with high-prevalence developmental disabilities (Baribeau et al, 2015; Skuse et al, 2009; Storebo et al, 2012), and contribute to poor adult outcomes (NCWD, 2015). Social communication involves adapting language to a context (Rose-Krasnor, 1997). Intervention can improve social communication skills, but to be effective, interventions must be tailored to the adolescent’s current level of ability for relevant contexts (Cai & Richdale, 2016; McCall, 2015). To plan effective social communication interventions, researchers rely on criterion-referenced assessments. Criterion-referenced language assessments compare examinee performance to a performance standard, such as the developmental timetable for mastering grammatical inflections. The timetable for adolescent social communication development is not well understood, leading current social communication assessments to interpret performance by another standard, such as expert judgments of appropriate or inappropriate responses. Others have determined performance level by using Rasch or IRT analyses to empirically determine item difficulty. No current adolescent social communication assessments determine performance levels by comparing examinee performance to levels of an interpretive framework that has been validated by empirically-determined item difficulty. Current assessments are not designed to identify adolescents’ level of social communication ability for the transition to post-school contexts such as employment or independent living. Evidence on how much context affects measures of social communication is limited. To address these gaps in social communication assessments, the Transition Pragmatics Interview (TPI; Poll & Petru, 2018) has been developed. The goal of this project is to test the design of the TPI as comparing the examinee’s ability level to an empirically-validated interpretive framework. Items of the TPI will be designed to vary in difficulty based on the levels of the interpretive framework, the Situational-Discourse-Semantics model. Based on a field test of this refined TPI item set, item difficulty will be evaluated using Rasch analyses. Levels of the interpretive framework will be evaluated as predictors of item difficulty. To evaluate how context affects social communication, field test participants will be evaluated with four subscales of the TPI, each focused on a post-school context. Rasch analyses will used to determine participant abilities for each post-school context on an equivalent scale. Finally, the context-focused sub-scales of the TPI will each be evaluated to determine their dimensionality. Taken together, these will be major steps in the development of a psychometrically-sound measure of adolescent social communication tailored to transition intervention planning.

项目总结/摘要 社会沟通缺陷在青少年中是常见的高患病率的发育障碍 （Baribeau et al，2015; Skuse et al，2009; Storebo et al，2012），并导致不良成人结局（NCWD， 2015年）。社会交际涉及使语言适应语境（Rose-Krasnor，1997）。干预能 提高社会沟通技能，但要有效，干预措施必须针对青少年的 当前相关情境的能力水平（Cai & Richdale，2016; McCall，2015）。 为了规划有效的社会沟通干预措施，研究人员依赖于标准参考评估。 标准参照语言评估将考生的表现与表现标准进行比较，例如 作为掌握语法变化的发展时间表。青少年社交时间表 传播发展没有得到很好的理解，导致目前的社会传播评估， 用另一种标准来解释绩效，如专家对适当或不适当的判断。 应答其他人通过使用Rasch或IRT分析来确定绩效水平， 确定项目难度。目前没有青少年社会沟通评估确定性能 通过将考生的表现与解释框架的水平进行比较， 难度决定项目。 目前的评估并不是为了确定青少年的社会沟通能力水平， 过渡到毕业后的环境，如就业或独立生活。有证据表明 影响社会沟通的措施是有限的。 为了解决这些差距，在社会沟通评估，过渡语用访谈（TPI;民意调查& Petru，2018）已开发。本项目的目标是测试TPI的设计， 考生的能力水平，以一个经过验证的解释框架。TPI项目的设计应 根据情景-语篇-语义模型的解释框架，难度各不相同。 基于该改良TPI项目集的现场测试，将使用Rasch分析评价项目难度。水平 的解释框架将被评估为项目难度的预测因子。评估环境如何影响 社会沟通，现场测试参与者将被评估与TPI的四个分量表，每个侧重于一个 后学校的背景。Rasch分析将用于确定参与者的能力， 同等规模。最后，将对TPI的上下文关注子量表进行评估，以确定 他们的维度。总之，这些将是发展心理测量声音的主要步骤 为过渡干预规划量身定制的青少年社会沟通措施。