Marjolein Mues , Yanru Chen , Ellen Demurie , Maide Erdogan , Sarah Schaubroeck , Helen Tager-Flusberg , Herbert Roeyers
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As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children.</p></div><div><h3>Method</h3><p>The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures.</p></div><div><h3>Results</h3><p>English-speaking and Dutch-speaking parents rated their children’s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome.</p></div><div><h3>Conclusions</h3><p>For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report.</p></div>","PeriodicalId":48255,"journal":{"name":"Research in Autism Spectrum Disorders","volume":"117 ","pages":"Article 102461"},"PeriodicalIF":2.2000,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1750946724001363/pdfft?md5=c6b90b954f3115d68b528388f4bc6dd0&pid=1-s2.0-S1750946724001363-main.pdf","citationCount":"0","resultStr":"{\"title\":\"A cross-linguistic examination of language measures in autism: A comparison between Dutch and English\",\"authors\":\"Marjolein Mues , Yanru Chen , Ellen Demurie , Maide Erdogan , Sarah Schaubroeck , Helen Tager-Flusberg , Herbert Roeyers\",\"doi\":\"10.1016/j.rasd.2024.102461\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><p>Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children.</p></div><div><h3>Method</h3><p>The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures.</p></div><div><h3>Results</h3><p>English-speaking and Dutch-speaking parents rated their children’s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome.</p></div><div><h3>Conclusions</h3><p>For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report.</p></div>\",\"PeriodicalId\":48255,\"journal\":{\"name\":\"Research in Autism Spectrum Disorders\",\"volume\":\"117 \",\"pages\":\"Article 102461\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.sciencedirect.com/science/article/pii/S1750946724001363/pdfft?md5=c6b90b954f3115d68b528388f4bc6dd0&pid=1-s2.0-S1750946724001363-main.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Autism Spectrum Disorders\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1750946724001363\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Autism Spectrum Disorders","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1750946724001363","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
A cross-linguistic examination of language measures in autism: A comparison between Dutch and English
Background
Language abilities are highly heterogeneous in autism. While a multimodal assessment approach is recommended to capture the language variability, this is not always possible. Therefore, it is important to gain contextual information about different language assessments to determine which assessment is most appropriate for different research questions. As most current work is based on English-speaking populations, this paper compares three language assessment modalities (standardized assessment, parent survey, and a natural language sample) between English-speaking and Dutch-speaking autistic and neurotypical children.
Method
The Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales and a naturalistic language sample were employed to measure language in 100 preschool-aged participants. Correlation analyses and mixed-effect regressions were conducted, and Bland-Altman plots were created to examine the similarity between measures.
Results
English-speaking and Dutch-speaking parents rated their children’s expressive language higher than their receptive language. The best agreement between measures was for standardized language and parent report. Agreement was higher for children with low language scores. Primary language (English vs. Dutch) did not significantly affect the results, but age, nonverbal cognitive abilities and biological sex were shown to predict expressive and receptive language outcome.
Conclusions
For autistic children with low language levels, parent-reported and standardized language measures provide researchers with similar information. Depending on the available time and resources, researchers may choose to use one of these methods. However, for autistic children with (above) average language abilities, multiple modalities should be considered to gain a comprehensive understanding of their language abilities across different settings. A natural language sample is of most added value next to a standardized assessment or parent report.
期刊介绍：
Research in Autism Spectrum Disorders (RASD) publishes high quality empirical articles and reviews that contribute to a better understanding of Autism Spectrum Disorders (ASD) at all levels of description; genetic, neurobiological, cognitive, and behavioral. The primary focus of the journal is to bridge the gap between basic research at these levels, and the practical questions and difficulties that are faced by individuals with ASD and their families, as well as carers, educators and clinicians. In addition, the journal encourages submissions on topics that remain under-researched in the field. We know shamefully little about the causes and consequences of the significant language and general intellectual impairments that characterize half of all individuals with ASD. We know even less about the challenges that women with ASD face and less still about the needs of individuals with ASD as they grow older. Medical and psychological co-morbidities and the complications they bring with them for the diagnosis and treatment of ASD represents another area of relatively little research. At RASD we are committed to promoting high-quality and rigorous research on all of these issues, and we look forward to receiving many excellent submissions.
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