A Novel Teacher Implemented Protocol to Assess Early Social Communication and Play Skills in Preschool Children with Autism
Notice bibliographique
Résumé
Community practitioners have limited access to validated tools to assess foundational early social communication and play skills in order to select developmentally appropriate skill targets. The purpose of the current study is to assess the feasibility and validity of a novel teacher implemented brief assessment designed to capture the presence of preschool children's nonverbal social communication and play skills in classroom settings and facilitate teachers' selection of developmentally appropriate target skills for students. Three assessments were administered with 68 preschool students with autism including two well-established research protocols: the Early Social Communication Scale (ESCS: Mundy et al., 2003) and Structured Play Assessment (SPA: Ungerer & Sigman, 1981). Eight teaching professionals then administered a novel assessment protocol with their students. In addition students received two established research protocols one addressing early social communication skills and one targeting play. On average, teachers delivered the novel assessment with 86.57% fidelity (SD= 8.15%). Logistic regression was applied to examine the probability of agreement on children's skill targets from the brief assessment between teachers and the researcher. The probability of target agreement between each of the eight teachers and the researcher varied by skill domain including: JA (0.40-1.00), BR (0.30-1.00), and play skills (0.40-0.60). Agreement on JA and BR targets was not significantly different from expected proportions of 70% agreement and 30% disagreement (JA: p=0.22; BR: p=0.92) while play was significantly different and below expected proportions for agreement (χ2 (1)= 17.04, p<0.01). Further, agreement between researcher selected JA target skills from the brief assessment and targets obtained from the ESCS was not significantly different from expected proportions 70/30 (p=0.30) while agreement on BR targets was significantly different and below expected proportions (χ2 (1)= 1.07 p<0.01). Finally, agreement between the researcher selected play target and the target obtained from the SPA was not significantly different from the expected proportion of 70/30 (p=0.96) Further, findings indicate teachers learned to administer the assessment and often select accurate JA and BR target skills yet low agreement was found for play. Further training regarding developmental play levels may enhance teachers' accurate identification of play targets.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».