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Legal mandates established under IDEA specify a student must be assessed in all areas of suspected disability. Never is this task more overwhelming than its application to the assessment of a student suspected of a diagnosis of autism. The assessment of an individual suspected of an autism spectrum disorder (ASD) diagnosis is a complex task and is...
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... Por este motivo, el TEA presen ta una gran heterogeneidad en cuanto a gravedad de síntomas y alteraciones asociadas a diferentes do minios de desarrollo, incluyendo la conducta adap tativa y las habilidades de lenguaje [5]. Algunos ni ños con TEA son no verbales, otros presentan défi cits estructurales (comprensivos y expresivos), mien tras que otros muestran un nivel lingüístico estruc tural similar o superior al de sus pares con desarrollo típico [6]. No obstante, todos ellos manifiestan défi cits pragmáticos relacionados con las dificultades de interacción social [7]. ...
Introduction. Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis.
Aim. To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development.
Subjects and methods. Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales.
Results. We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups.
Conclusions. Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems.
Key words. Autism spectrum disorder. Directed and parental assessment. Interaction. Pragmatics. Social adjustment. Structural language.
... Por este motivo, el TEA presen ta una gran heterogeneidad en cuanto a gravedad de síntomas y alteraciones asociadas a diferentes do minios de desarrollo, incluyendo la conducta adap tativa y las habilidades de lenguaje [5]. Algunos ni ños con TEA son no verbales, otros presentan défi cits estructurales (comprensivos y expresivos), mien tras que otros muestran un nivel lingüístico estruc tural similar o superior al de sus pares con desarrollo típico [6]. No obstante, todos ellos manifiestan défi cits pragmáticos relacionados con las dificultades de interacción social [7]. ...
Communicative and social-adaptive profile in children with autism spectrum disorder: a new approach based on the DSM-5 criteria
Introduction. Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis.
Aim. To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development.
Subjects and methods. Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales.
Results. We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups.
Conclusions. Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems.
Key words. Autism spectrum disorder. Directed and parental assessment. Interaction. Pragmatics. Social adjustment. Structural language.
Objective: Pragmatic assessment is critical because of its effective role in social and academic success. It can provide early intervention if the evaluations are made early in childhood. In this regard, an appropriate tool is necessary for the pragmatic evaluation of preschool children in Iran. The checklist of pragmatic behaviors (CPB) is an observational tool for assessing pragmatics in children aged 3-5 years. This study aims to develop a Persian version of the CPB and evaluate its psychometric properties.
Materials & Methods: This is a methodological study conducted in 2018. The participants were 63 children in three age groups of 3, 4, and 5 years selected from kindergartens in Isfahan City, Iran, using a cluster sampling technique. The inclusion criteria were being 3-5 years old and Persian speaker. This study was conducted in two steps; translation and localization of the CPB to Persian and evaluating the validity and reliability of the Persian CPB. The studied variables were 25 pragmatic behaviors mentioned in the CPB. The test-retest reliability was estimated using 15 children (5 from each age group) in a 2-week interval. Scoring was based on the presence (verbal, nonverbal) or absence of the behavior. The internal consistency was estimated using the Cronbach α coefficient; discriminant validity was assessed concerning age, and criterion validity by measuring the CPB’s correlation with the ages and stages questionnaire (personal-social subscale) and the behavioral problem questionnaire. Nonparametric tests were used for factor analysis and estimating inter-rater agreement and test-retest reliability. The obtained data were analyzed in SPSS 21 and AMOS applications.
Results: The Persian CPB’s total score significantly increased with the increase of age (P≤0.001). Factor analysis reported four factors for the Persian CPB. Criterion validity evaluation showed the moderate significant correlation of the CPB (r=0.58) with the personal-social subscale of age and stages questionnaire (ASQ), and its weak negative significant correlation (r=-0.28) with the behavior problem questionnaire. A Cronbach α of 0.83 was obtained for internal consistency, and a correlation coefficient of 0.665 (P=0.007) was reported for test-retest reliability.
Conclusion: The Persian version of the CPB has acceptable psychometric properties. The differences in some items of this version compared to other versions may be because of differences in culture and language.
The assessment of a student suspected of an autism spectrum disorder (ASD) diagnosis requires the integration of information collected by a variety of professionals across various domains of functioning. One of the core deficits of students with ASD is a deficit related to social communicative competence (SCC). SCC requires the integration of language, social cognition, and higher order executive functions (Coggins, Olswang, Carmichael Olsson, & Timler, 2003) This article will propose an assessment model of social communicative functioning that was developed based on the SCC framework of Coggins and colleagues as a component of the Comprehensive Multidisciplinary Assessment Protocols for Autism Spectrum Disorders.
