Psychological assessment in the clinical context

Charman, Tony; Hood, Jane; Howlin, Patricia

doi:10.1002/9781118381953.ch34

Cited by 2 publications

(2 citation statements)

References 40 publications

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“…Researchers and practitioners can use norm‐referenced syntax assessments to identify a child who presents with below‐average syntax skills because they include items that are designed to differentiate between average and below‐average performance (Charman et al . ). Norm‐referenced assessments also allow researchers and practitioners to report standardized scores which can be functional.…”

Section: Discussionmentioning

confidence: 97%

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Syntax and reading comprehension: a meta‐analysis of different spoken‐syntax assessments

Brimo

Lund

Sapp

2017

Intl J Lang & Comm Disor

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The results of this meta-analysis confirmed that the type of spoken-syntax assessment, whether norm-referenced or researcher-created, did not explain why some researchers reported that there were no significant differences between children with average and below-average reading comprehension, but the syntax construct, awareness or knowledge, did. Thus, when selecting how to measure syntax among school-age children, researchers and practitioners should evaluate whether they are measuring children's awareness of spoken syntax or knowledge of spoken syntax. Other differences, such as participant diagnosis and the format of items on the spoken-syntax assessments, also were discussed as possible explanations for why researchers found that children with average and below-average reading comprehension did not score significantly differently on spoken-syntax assessments.

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Section: Discussionmentioning

confidence: 97%

“…Norm‐referenced assessments are specifically designed to rank children by comparing their performance and the performance of other children their respective age (Charman et al . ). Researcher‐created assessments also are used to measure syntax.…”

Section: Introductionmentioning

confidence: 97%

Syntax and reading comprehension: a meta‐analysis of different spoken‐syntax assessments

Brimo

Lund

Sapp

2017

Intl J Lang & Comm Disor

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Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.

Happé²,

et al. 2009

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In describing academic attainment in autism spectrum disorders (ASD), results are typically reported at the group mean level. This may mask subgroups of individuals for whom academic achievement is incommensurate with intellectual ability. The authors tested the IQ, literacy, and mathematical abilities of a large group (N = 100) of adolescents (14-16 years old) with ASD. Seventy-three percent of the sample had at least one area of literacy or mathematical achievement that was highly discrepant (approximately 14 standard score points) from full-scale IQ (FSIQ). The authors focused on four subgroups with either word reading ("Reading Peak" and "Reading Dip") or arithmetic ("Arithmetic Peak" and "Arithmetic Dip") higher or lower than FSIQ. These subgroups were largely mutually exclusive and were characterized by distinct intellectual profiles. The largest was the "Arithmetic Peak" subgroup of participants, who presented with average intellectual ability alongside superior arithmetic skills and who were predominantly in a mainstream educational setting. Overall, the most pervasive profile was discrepantly poor reading comprehension, which associated with severity of social and communication difficulties. The high rate of uneven academic attainment in ASD has implications for educational practice.

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Psychological assessment in the clinical context

Cited by 2 publications

References 40 publications

Syntax and reading comprehension: a meta‐analysis of different spoken‐syntax assessments

Syntax and reading comprehension: a meta‐analysis of different spoken‐syntax assessments

Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment.

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