Abstract
Language abilities in adolescents with Autism Spectrum Disorders (ASD) are
variable and can be challenging to ascertain with confidence. This study
aimed to compare and evaluate different forms of language assessment:
standardised language testing, narrative analysis and parent/teacher
reports. 14 adolescents with ASD and 14 typically developing adolescents
matched on age, gender and nonverbal ability were assessed using a
number of standardised assessments for receptive and expressive
language skills, a standardised narrative test, two experimental narrative
assessments and a parent/teacher report measure of pragmatics. The
findings were that, although adolescents with ASD scored within the
normal range on expressive and receptive language, their performance on
narrative tasks revealed difficulties with both structural and evaluative
language. It should be noted that both teachers and parents rated the
pragmatic language skills of the young people with ASD as significantly
lower than those of the typically developing group but parents were more
likely than teachers to additionally identify difficulties in speech and
syntax. The implications of these results for professionals in terms of
assessing the language skills of adolescents with ASD and for the planning
of appropriate intervention are discussed.
© 2018, SAGE Publications. The attached document is an author produced version of a paper published in Child Language Teaching and Therapy uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
variable and can be challenging to ascertain with confidence. This study
aimed to compare and evaluate different forms of language assessment:
standardised language testing, narrative analysis and parent/teacher
reports. 14 adolescents with ASD and 14 typically developing adolescents
matched on age, gender and nonverbal ability were assessed using a
number of standardised assessments for receptive and expressive
language skills, a standardised narrative test, two experimental narrative
assessments and a parent/teacher report measure of pragmatics. The
findings were that, although adolescents with ASD scored within the
normal range on expressive and receptive language, their performance on
narrative tasks revealed difficulties with both structural and evaluative
language. It should be noted that both teachers and parents rated the
pragmatic language skills of the young people with ASD as significantly
lower than those of the typically developing group but parents were more
likely than teachers to additionally identify difficulties in speech and
syntax. The implications of these results for professionals in terms of
assessing the language skills of adolescents with ASD and for the planning
of appropriate intervention are discussed.
© 2018, SAGE Publications. The attached document is an author produced version of a paper published in Child Language Teaching and Therapy uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at the link below. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.
| Original language | English |
|---|---|
| Pages (from-to) | 101-113 |
| Journal | CHILD LANGUAGE TEACHING & THERAPY |
| Volume | 34 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 12 Jun 2018 |