Language assessment in children with autism spectrum disorder: Concurrent validity between report-based assessments and direct tests |
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| Institution: | 1. Department of Education, University of Oslo, P.O. Box 1092, Blindern, 0317 Oslo, Norway;2. Division of Mental Health and Addiction, Oslo University Hospital, P.O. Box 4959, Nydalen, 0424 Oslo, Norway;1. Hearing and Speech Training Center, Vocational School of Health Services, Hacettepe University, Ankara, Turkey;2. Audiology Department, Faculty of Health Sciences, Istanbul Medipol University, Istanbul, Turkey;1. University of California-Los Angeles (UCLA) Semel Institute for Neuroscience and Human Behavior;2. Vanderbilt University;3. First Five Los Angeles;4. Speech, Language and Hearing Clinic, University of Utah;5. Kennedy Krieger Institute;6. University of Michigan;1. Oslo University Hospital, Norway;2. University of Oslo, Norway;3. Centre for Child and Adolescent Mental Health, Eastern and Southern Norway, Oslo, Norway;1. Center for Autism and Related Disorders, United States;2. California State University, Fresno, United States;1. Southern Illinois University-Carbondale, United States;2. Munroe-Meyer Institute, University of Nebraska Medical Center, United States |
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| Abstract: | Impairments in expressive and receptive language are common in individuals with autism spectrum disorder (ASD). Therefore, the importance of language assessment is emphasized in e.g. DSM-5. Thus, studies addressing the validity of different language measures are important. Parents and preschool teachers of 55 children diagnosed with childhood autism separately filled out the Communicative Development Inventory (CDI), a widely used report-based assessment of language. The children were also tested with the two standardized direct language tests: Reynell Developmental Language Scales (RDLS) and Mullen Scales of Early Learning (MSEL). Concurrent validity across the three measures was investigated. The results suggested very high agreement between the measures, and this was found regardless of whether parents or preschool teachers filled out the CDI. Given the difficulty in testing children with low language levels, as often is the case in young children with ASD, this study shows that several valid measures are available for measuring expressive and receptive language. |
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| Keywords: | Language assessment ASD Concurrent validity Reynell Developmental Language Scales Mullen Scales of Early Learning Communicative Development Inventory |
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