Examiner Familiarity Effects for Children With Autism Spectrum Disorders

Szarko, Julia E.; Brown, Alec J.; Watkins, Marley W.

doi:10.1080/15377903.2013.751475

Cited by 15 publications

(11 citation statements)

References 33 publications

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“…A key benefit of in-school eyecare which was repeatedly reported by parents and teachers was the familiarity of this setting for the children. It is well recognised that children with developmental disability, particularly those with autism, prefer routine and familiarity [20]. Attending clinical appointments unfamiliar environments can cause increased anxiety and behavioural difficulties in those with developmental disability [7,9].…”

Section: In-school Servicementioning

confidence: 99%

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

McConnell

Black²,

McClelland³

et al. 2020

PLoS ONE

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Objectives To evaluate parent and teacher opinion of the provision of in-school eyecare and jargon-free written reporting of visual status for children in special educational settings. Participants and methods A nationally-agreed, in-school eyecare framework for children attending special schools which recommends a full eye examination, dispensing of spectacles and provision of a jargon-free written report of visual outcomes to parents and teachers, was provided to 200 children (mean age 10 years, 9 months; 70% male) attending a special school in the UK. The written 'Vision Report' detailed, in lay-language, results from the eye examination and provided practical advice to alleviate the impact of vision difficulties both at home and in the classroom. Following implementation of the framework, parents and teachers completed a feedback questionnaire to determine their opinion of the in-school eye examination and utility of the Vision Report. Results Parents of 123 participants returned a feedback questionnaire. Eighty-eight participants were represented by the 23 teachers who returned a questionnaire. The in-school eyecare was rated positively for children in special education by 82.4% of parents and 80.9% of teachers. Key benefits included the familiarity of the in-school setting (81.3% of parents and 100% of teachers agree), the convenience of the setting for parents (74.0% of parents and 100% of teachers agree), and the opportunity for teachers to speak directly to eyecare providers regarding a child's visual needs (82.6% of teachers agree). The information provided by the Vision Report was deemed useful day-today by 78.3% of parents and 100% of

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Section: In-school Servicementioning

confidence: 99%

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

McConnell

Black²,

McClelland³

et al. 2020

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…For example, frequently, the assessment room is a new setting and may unintentionally cause anxiety and discomfort for the individual with ID (Kasari et al, 2013). The AA may also be new to the individual and unfamiliar with his or her specific needs and preferences (Szarko, Brown, & Watkins, 2013). Tasks are artificial and removed from the daily context and routines familiar to the examinee.…”

Section: Standardized Assessments and Intellectual Disabilitymentioning

confidence: 99%

“…Notably, one meta-analysis documented that accommodations aimed at improving motivation during standardized cognitive assessments significantly and positively impacted performance for examinees with below average IQ (Duckworth, Quinn, Lynam, Loeber, & Stouthamer-Loeber, 2011). Further, examiner familiarity (gained through intentional rapport building) may have positive testing effects on students with ASD (Szarko et al, 2013). The implementation of motivation-based accommodations in standardized assessment with individuals with ASD may reduce testing bias related to ASD symptomology (e.g., lack of social-reciprocity), and enhance validity of results (Koegel et al, 1997).…”

Section: Standardized Assessments and Intellectual Disabilitymentioning

confidence: 99%

“…One way to prepare the individual with ID is to provide as much information as possible in a manner that he or she can understand. Time spent intentionally building rapport, during a home or classroom visit, may allow the individual to become familiar with the AA in a safe and predictable environment, thereby reducing the anxiety of the individual with ID when he or she comes to the assessment room for testing (Szarko et al, 2013). A social story is also a useful method for preparing the individual for the assessment process (Gray, 2015).…”

Section: A Model For Assessment With Individuals With Idmentioning

confidence: 99%

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Standardized Assessment Accommodations for Individuals with Intellectual Disability

Thompson

Coleman

Riley

et al. 2018

Contemp School Psychol

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“…Accommodations that may help with administration of standardized assessment in general include pairing the initial teaching items with reinforcement, limiting the complexity of verbal instructions, as well as providing frequent breaks and behavioral redirection [20,21]. Research in standardized testing in other populations with ID reveals similar recommendations, e.g., the use of contingent reinforcement with and establishing rapport with individuals with ASD [22,23]. What is well documented is the difficulty of using standardized assessments in populations with IDD, including individuals with a diagnosis of FXS.…”

Section: Introductionmentioning

confidence: 99%

Language across the Lifespan in Fragile X Syndrome: Characteristics and Considerations for Assessment

et al. 2020

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While it is widely acknowledged that language development is delayed for the majority of individuals with fragile X syndrome (FXS), there has been limited research into how best to assess this area. This study aimed to deepen the understanding of standardized language assessment in FXS by addressing the three following objectives: (1) Examine the feasibility and validity of widely-used, standardized assessments in participants with FXS; (2) describe linguistic and cognitive profiles for a large sample of individuals with FXS; and (3) Compare results obtained from objective testing in clinic to those obtained using caregiver report. Results indicate that previous results indicating strong correlations between cognition and language results hold true across a wide range of ages as well as across multiple assessments, with an exception in very young children. Caregiver report tended to give lower estimates of language ability than what was found using an objectively administered assessment. Appropriate assessments remain difficult to find as a significant percentage of individuals scored at floor when scaled scores were calculated. Further, a sub-group of participants were coded for behavioral response to testing demands, the majority being able to complete a standardized assessment. These results speak to the need for assessments that provide a wider range of items so individuals can both achieve a valid score and demonstrate progress in their attainment of language skills.

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Examiner Familiarity Effects for Children With Autism Spectrum Disorders

Cited by 15 publications

References 33 publications

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

Parents and teachers of children in special education settings value in-school eyecare and written reports of visual status

Standardized Assessment Accommodations for Individuals with Intellectual Disability

Language across the Lifespan in Fragile X Syndrome: Characteristics and Considerations for Assessment

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