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Assessing the self-initiation skills of young children with autism spectrum disorders |
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Amy Donaldson - University of Washington
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Lesley Olswang - University of Washington
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Truman Coggins - University of Washington
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| SRCLD Year: |
2005 |
| Presentation Type: |
Poster Presentation |
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(na) |
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This study compared the use of dynamic assessment (DA) and static assessment (SA) methodologies for evaluating the self-initiation skills of children with autism spectrum disorders (ASD) and typically developing peers. Children’s use of request for information (RI) initiations was measured across five assessment conditions. Use of RI initiations was compared across groups and conditions. Children with ASD demonstrated increased use of RI self-initiations during DA conditions as compared to SA conditions. No differences were noted across DA contextual manipulations (i.e., classroom versus treatment room) for children with ASD. The performance of typical peers remained consistent across all conditions. Children with ASD demonstrated increased variability in the number of prompts necessary to elicit RI as compared to typical peers. Use of DA methodology and consideration of context for assessing social communication skills of children with ASD are discussed. Funding sources: University of Washington (UW) Department of Speech & Hearing Sciences; UW Gatzert Child Welfare Scholarship; UW Huckabay Teaching Fellowship; Institutional Research Training Grant (T32 DC00033) from NIH / NICD. |
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