|
|
|
|
|
|
|
|
Assessing Early Language Comprehension in Young Children with ASD: Comparing Looking-While-Listening and Parent Report |
|
|
|
|
|
|
|
|
|
|
|
|
|
Courtney Venker - University of Wisconsin-Madison, Waisman Center
|
Eileen Haebig - University of Wisconsin-Madison, Waisman Center, Communication Sciences and Disorders
|
Jenny Saffran - University of Wisconsin-Madison, Waisman Center, Dept. of Psychology
|
Jan Edwards - University of Wisconsin-Madison, Waisman Center, Communication Science and Disorders
|
Susan Ellis Weismer - University of Wisconsin-Madison, Waisman Center, Communication Science and Disorders
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
SRCLD Year: |
2015 |
Presentation Type: |
Poster Presentation |
Poster Number: |
|
Presentation Time: |
(na) |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Rationale. Comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s language comprehension. We compared parent report to looking-while-listening (LWL), which assesses comprehension by presenting two images on a screen, along with accompanying speech. Methods. Twenty-four 30-month-olds with ASD participated. Parents completed the CDI. Children completed a LWL task. Trials were included if the target was reported as unknown. Results. Children spent significantly more time looking at the target after it was named than before (p = .04). Conclusions. In a LWL task, children with ASD understood nouns their parents reported as unknown. Parent report may underestimate comprehension in young children with ASD compared to LWL. Future work should continue to investigate the agreement between parent report and LWL with a goal not of identifying which method is correct, but of learning what each method tells us and what it does not.
Funding source(s): R01 DC012513 (Ellis Weismer, Edwards, Saffran), P30 HD003352 (Mailick)
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|