The Oral and Written Language Scales: Is It Useful for Older Children with Autism Spectrum Disorder?

Autor/inn/en	Hartley, Sigan L.; Buckendorf, G. Robert; Haines, Kristin; Hall, Trevor A.; Sikora, Darryn M.
Titel	The Oral and Written Language Scales: Is It Useful for Older Children with Autism Spectrum Disorder?
Quelle	In: Research in Autism Spectrum Disorders, 2 (2008) 1, S.137-146 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2007.04.003
Schlagwörter	Autism; Written Language; Language Impairments; Communication Skills; Pervasive Developmental Disorders; Oral Language; Comparative Analysis; Children; Scores; Nonverbal Communication; Evaluation Methods + Suchen Sie Ihr Suchwort? Autismus; Geschriebene Sprache; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Kommunikationsstil; Oral interpretation; Mündlicher Sprachgebrauch; Child; Kind; Kinder; Non-verbal communication; Nonverbale Kommunikation
Abstract	Communication impairment is a defining feature of autism spectrum disorders (ASD). Little research attention has been devoted to establishing standardized methods for defining and identifying language impairment in children with known or suspected ASD. The present study examines the feasibility and utility of the Oral and Written Language Scales (OWLS) among 70 children with ASD and matched controls (aged 6-21 years). More than 87% of children with ASD were able to complete the OWLS and achieve a true basal score. Scores on the OWLS differentiated children with ASD from their typically developing peers and non-ASD children matched on nonverbal cognitive functioning. Findings suggest that the OWLS is a feasible measure for the large majority of older children with ASD and useful in identifying a variety of language impairments. Findings have implications for standardizing ASD evaluations and achieving greater diagnostic consistency. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10