Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures

Durán, Lillian K.; Wackerle-Hollman, Alisha K.; Kohlmeier, Theresa L.; Brunner, Stephanie; Palma, Jose; Callard, Chase

doi:10.1016/j.ecresq.2019.02.001

Cited by 8 publications

(7 citation statements)

References 40 publications

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“…One expects a high level of rigor when translating or adapting measures cross-culturally or cross-linguistically 11,12 ; however, this same care and attention has not traditionally been given to studies that include autistic adults as participants. For example, two recent systematic reviews found a dearth of studies assessing the measurement properties of tools to measure depression 34 or suicidality 35 in autistic adults and made recommendations for needed adaptations.…”

Section: Discussionmentioning

confidence: 99%

“…Recommendations exist for translating instruments to other languages, 11 culturally adapting instruments, 12 or adapting materials for use with people with intellectual disability. 13 However, the literature provides little guidance on how to adapt instruments to be accessible to autistic adults, what the adaptation process should entail, or what main issues need to be considered when adapting measures for this population.…”

mentioning

confidence: 99%

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Creating Accessible Survey Instruments for Use with Autistic Adults and People with Intellectual Disability: Lessons Learned and Recommendations

Nicolaidis

Raymaker

McDonald

et al. 2020

Autism in Adulthood

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Despite growing appreciation of the need for research on autism in adulthood, few survey instruments have been validated for use with autistic adults. We conducted an institutional ethnography of two related partnerships that used participatory approaches to conduct research in collaboration with autistic people and people with intellectual disability. In this article, we focus on lessons learned from adapting survey instruments for use in six separate studies. Community partners identified several common problems that made original instruments inaccessible. Examples included: (1) the use of difficult vocabulary, confusing terms, or figures of speech; (2) complex sentence structure, confusing grammar, or incomplete phrases; (3) imprecise response options; (4) variation in item response based on different contexts; (5) anxiety related to not being able to answer with full accuracy; (6) lack of items to fully capture the autism-specific aspects of a construct; and (7) ableist language or concepts. Common adaptations included: (1) adding prefaces to increase precision or explain context; (2) modifying items to simplify sentence structure; (3) substituting difficult vocabulary words, confusing terms, or figures of speech with more straightforward terms; (4) adding hotlinks that define problematic terms or offer examples or clarifications; (5) adding graphics to increase clarity of response options; and (6) adding new items related to autism-specific aspects of the construct. We caution against using instruments developed for other populations unless instruments are carefully tested with autistic adults, and we describe one possible approach to ensure that instruments are accessible to a wide range of autistic participants.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Creating Accessible Survey Instruments for Use with Autistic Adults and People with Intellectual Disability: Lessons Learned and Recommendations

Nicolaidis

Raymaker

McDonald

et al. 2020

Autism in Adulthood

View full text Add to dashboard Cite

show abstract

“…After the assessment was started, there were no discontinue criteria, so children continued until all items had been administered, which typically took about 1–2 minutes per measure. IGDI administration was standardized with scripted prompts and scoring criteria to limit errors (see Durán et al., 2019).…”

Section: Methodsmentioning

confidence: 99%

“…Specific to the oral language domain, criterion‐related validity evidence was gathered for the English IGDI measures (McConnell et al., 2012) through correlations with (a) the Preschool Early Literacy Indicators (PELI; Kaminski et al., 2014), yielding coefficients ranging from .36 to .67; (b) the Test of Preschool Early Literacy (TOPEL; Lonigan et al., 2007), yielding coefficients ranging from .36 to .77; and (c) the Peabody Picture Vocabulary Test‐4, (PPVT‐4; Dunn & Dunn, 2007), yielding coefficients ranging from .53 to .82. Criterion‐related validity evidence for oral language on the IGDIs‐E was gathered from correlations with the Preschool Language Scale‐5 Spanish (Zimmerman et al., 2011) yielding coefficients ranging from .24 to .31 (Durán et al., 2019). IGDI internal reliability estimates ranged from .74 to .90 (McConnell et al., 2014), and the standard error of measurement ranged from 0.35 to 0.52 logits for the majority of children's ability estimates; however, as with any measure, when children's performance was in the tails of item difficulty ranges, standard error of measurement was higher.…”

Section: Methodsmentioning

confidence: 99%

Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

Durán¹,

Wackerle-Hollman

Miranda

et al. 2022

Learn Disabil Res Pract

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Studying the oral language growth of Spanish-speaking preschoolers in the United States is increasingly important given the critical role early language development plays in reading outcomes. In this article, we report on the Spanish and English growth trajectories observed in 124 bilingual preschoolers collected over 2 years in 36 classrooms across 5 states and the associations of growth in each language to language of instruction and home language exposure. Patterns indicate the need for Spanish instruction to maintain robust rates of Spanish growth and English growth rates in Spanish, bilingual, and English-only instruction. Significant differences in English and Spanish oral language abilities were also noted at the intercept between children who were Spanish dominant versus balanced bilinguals. Implications for research and practice are provided.

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“…Though more contemporary approaches to language assessment have focused on the different functions of language, these measures also struggle with issues of construct validity (Gamba et al, 2015) and may not account for variables specific to speakers from CLD backgrounds. Durán et al (2019) proposed that CLD speakers are more accurately assessed in their native language. However, simple topographical modifications, like translations, fail to address the critical issue of cultural and linguistic diversity.…”

mentioning

confidence: 99%

Culturally responsive language assessment through a verbal operant experimental analysis.

Enriquez,

Arechiga,

Atherkode

et al. 2023

Behavior Analysis: Research and Practice

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Speakers from culturally and linguistically diverse backgrounds are disproportionately identified with communication deficits, a defining feature of autism spectrum disorder. The present case study demonstrates the use of a verbal operant experimental analysis as a measure of functional language. This analysis allows a bilingual participant to switch freely between responses in Spanish and English. Prior to receiving services, a pretreatment functional analysis of verbal behavior is used to identify the speaker's present level of functional language and develop an individualized treatment plan for shaping a more complex verbal repertoire. The benefits of culturally responsive early intensive behavioral intervention are demonstrated by a posttest evaluation 5 months later. Functional analyses of language are shown to be a verbal-community-centered approach to observing and measuring the verbal behavior of speakers from diverse backgrounds.

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Individual Growth and Development Indicators-Español: Innovation in the development of Spanish oral language general outcome measures

Cited by 8 publications

References 40 publications

Creating Accessible Survey Instruments for Use with Autistic Adults and People with Intellectual Disability: Lessons Learned and Recommendations

Creating Accessible Survey Instruments for Use with Autistic Adults and People with Intellectual Disability: Lessons Learned and Recommendations

Spanish and English Oral Language Growth Rates of Bilingual Preschoolers: The Effect of Language of Instruction

Culturally responsive language assessment through a verbal operant experimental analysis.

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