The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder

Arciuli, Joanne; Stevens, Kirsten; Trembath, David; Simpson, Ian C.

doi:10.1044/1092-4388(2013/12-0034)

Cited by 29 publications

(31 citation statements)

References 40 publications

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“…Model comparison approaches using Bayes factors suggested that overall PIT performance was relatively poorer in individuals with ASD, lending further support to the notion that individuals with ASD have a general problem with drawing inferences (Loukusa et al 2007; Arciuli et al 2013; Huemer & Mann 2010; Ricketts 2011). However, overall PIT performance in individuals with ASD increased as a function of age.…”

Section: Discussionmentioning

confidence: 58%

“…Individuals with autism spectrum disorder (ASD) have difficulty with comprehension of the meaning of both spoken and written discourse that affects their ability to function socially and academically (Loukusa et al 2007; Arciuli et al 2013; Huemer & Mann 2010; Ricketts 2011). Successful comprehension of discourse depends not only on interpretation of the linguistic forms but also on the integration of that interpretation within the communicative context (Brown et al 2013; Leinonen & Kerbel 1999; Sperber & Wilson 2002).…”

Section: Introductionmentioning

confidence: 99%

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Making Inferences: Comprehension of Physical Causality, Intentionality, and Emotions in Discourse by High-Functioning Older Children, Adolescents, and Adults with Autism

Bodner

Engelhardt

Minshew

et al. 2015

J Autism Dev Disord

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Studies investigating inferential reasoning in autism spectrum disorder (ASD) have focused on the ability to make socially-related inferences or inferences more generally. Important variables for intervention planning such as whether inferences depend on physical experience or the nature of social information have received less consideration. A measure of bridging inferences of physical causation, mental states, and emotional states was administered to older children, adolescents, and adults with and without ASD. The ASD group had more difficulty making inferences, particularly related to emotional understanding. Results suggest that individuals with ASD may not have the stored experiential knowledge that specific inferences depend upon or have difficulties accessing relevant experiences due to linguistic limitations. Further research is needed to tease these elements apart.

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Section: Discussionmentioning

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Making Inferences: Comprehension of Physical Causality, Intentionality, and Emotions in Discourse by High-Functioning Older Children, Adolescents, and Adults with Autism

Bodner

Engelhardt

Minshew

et al. 2015

J Autism Dev Disord

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show abstract

“…Although literacy is not considered a core impairment associated with autism spectrum disorder, approximately 30–50% of school-aged children on the autism spectrum struggle with reading [18-20], with relative strengths observed in word recognition and weaknesses in reading comprehension [21] that persist into adolescence [22]. Only a handful of studies have investigated the early and emergent literacy pathways of children with autism [16, 23-27].…”

Section: Introductionmentioning

confidence: 99%

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Westerveld

Bysterveldt

2017

Folia Phoniatr Logop

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Aims: This exploratory study investigated if there were differences in the home literacy environment of preschool children on the autism spectrum and preschool children with Down syndrome to determine if the home literacy environment may potentially be associated with strengths or weaknesses in children’s social communication skills. Methods: A total of 111 parents of preschoolers with identified disabilities completed a home literacy questionnaire. Results: Results indicated that both groups of parents started reading to their children at an early age and owned at least 25 children’s books. However, parents of children with Down syndrome read to their child more often, reported higher child interest in reading, and more frequently played rhyming games with their child. No group differences were found in teaching of letter names, although parents of children with autism reported a higher frequency of pointing out signs/words in the environment and reported their children knew more letter names. Group differences were also found in the relationship between parent behaviours, child interest, and children’s print-related skills. Conclusion: This study highlights the influence both parent behaviours and child interest may have on shared book reading practices of parents with their preschool children with disabilities.

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“…Furthermore, with children with developmental disorders such as Autism Spectrum Disorder (ASD) and Fragile X Syndrome (FXS), parental assessments of language and reading using the Vineland Adaptive Behavior Scales (Sparrow, Cicchetti & Balla, 2005) have been found to yield high levels of agreement with experimenter administered tests such as the Mullen Scales of Early Learning (Mullen, 1995, Mullen Receptive: r = 0.53, Mullen Expressive: r = 0.85), the Neale Analysis of Reading Ability (NARA; Neale, 2007, Passage-level accuracy: r = 0.81, Passage-level comprehension: r = 0.88), the Early Language Milestones Scales (Coplan, 1993, r s = 0.24 – 0.50), the Receptive-Expressive Emergent Language Scale (Bzoch & League, 1991, r s = 0.47 – 0.67), and the Wide Range Achievement Test (WRAT; Wilkinson & Roberton, 2006, r = 0.70) (Luyster et al, 2008; Arciuli, Stevens, Trembath, & Simpson, 2013; Kover, McCary, Ingram, Hatton, & Roberts, 2015). Additionally, researchers have demonstrated that parent reports can yield similar categorizations of developmental delay.…”

Section: Introductionmentioning

confidence: 99%

“Didn’t I just say that?” Comparing parent report and spontaneous speech as indicators of grammatical development

Jyotishi

Fein

Naigles

2017

Research in Developmental Disabilities

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Background The Vineland Adaptive Behavior Scales use parental report to examine communication and social skills in children with typical and atypical development, and exhibit high reliability when compared against overall direct testing. However, findings are mixed comparing Vineland communication/language scores with experimenter-administered tests of language. Methods The current study breaks new ground in comparing Vineland reports with direct observation of children’s speech by (a) individual items and (b) level of child functioning, focusing on usage of wh-questions, verb tenses, negation, pronouns and noun-verb combinations. Both ‘high-verbal’ (HV) and ‘middle-verbal’ (MV) children with ASD are included, as well as a language-matched TD group. Results The results revealed that parent report on the Vineland varies in accuracy of capturing the production of grammatical items by young children with ASD and TD children. While parents’ assessment of their child’s production of noun-verb combinations and ‘who/why’ was highly accurate, children’s production of pronouns was under-rated by parents. Additionally, parents of HV children also under-rated their child’s production of past regular verbs. Conclusion Underestimation of these grammatical elements could lead to mistaken conclusions about their development in ASD or in individual children.

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The Relationship Between Parent Report of Adaptive Behavior and Direct Assessment of Reading Ability in Children With Autism Spectrum Disorder

Abstract: Although literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.

Cited by 29 publications

References 40 publications

Making Inferences: Comprehension of Physical Causality, Intentionality, and Emotions in Discourse by High-Functioning Older Children, Adolescents, and Adults with Autism

Making Inferences: Comprehension of Physical Causality, Intentionality, and Emotions in Discourse by High-Functioning Older Children, Adolescents, and Adults with Autism

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

“Didn’t I just say that?” Comparing parent report and spontaneous speech as indicators of grammatical development

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