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Parent -professional agreement regar...

Geiger, Diane M.

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Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation./
作者:	Geiger, Diane M.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-05, Section: B, page: 2292.
Contained By:	Dissertation Abstracts International62-05B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3014927
ISBN:	9780493249902

Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation.
Geiger, Diane M.

Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation. - 143 p.

Source: Dissertation Abstracts International, Volume: 62-05, Section: B, page: 2292.

Thesis (Ph.D.)--University of Cincinnati, 2001.

Although parent-professional agreement regarding children's developmental skill levels has been studied in the population of children with developmental delays, few attempts have been made to examine agreement of language developmental age level in children with Pervasive Developmental Disorder/Autism (PDD/Autism). Even fewer researchers have examined agreement at the re-evaluation when it can be speculated that the parent is more informed. In addition, agreement across specific language areas, and agreement across test environments and methods have not been examined.

ISBN: 9780493249902Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation.
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245 1 0 $a Parent -professional agreement regarding language abilities of children with autism at the time of re-evaluation.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 62-05, Section: B, page: 2292.
500 $a Chair: Jean Neils-Strunjas.
502 $a Thesis (Ph.D.)--University of Cincinnati, 2001.
520 $a Although parent-professional agreement regarding children's developmental skill levels has been studied in the population of children with developmental delays, few attempts have been made to examine agreement of language developmental age level in children with Pervasive Developmental Disorder/Autism (PDD/Autism). Even fewer researchers have examined agreement at the re-evaluation when it can be speculated that the parent is more informed. In addition, agreement across specific language areas, and agreement across test environments and methods have not been examined.
520 $a The purpose of this research was to evaluate parent-professional agreement regarding children's language skills at the re-evaluation, across specific language components, such as language understanding, production, and pragmatic skills; across settings, including clinical and non-clinical; and across testing methods, including standardized and non-standardized, when the diagnosis is PDD/Autism.
520 $a Forty parents and their children with the diagnosis of PDD/Autism were re-evaluated in the clinic and in the special needs classroom of a children's hospital in a major midwestern city. Data from the evaluations was analyzed using quantitative methods.
520 $a Results of the study showed significant parent-professional difference in several areas and agreement in other areas. Parents rated their children's receptive, expressive, and total language skills higher than when the professional testing was completed with a standardized instrument in a clinical setting. When specific receptive and expressive language skills were examined across two environments, parents agreed with the professional's standardized findings in the clinic, and non-standardized findings in the classroom, more than half of the time (closest agreement occurred between parent report and professional, standardized findings for specific receptive skills in the clinic). The parents reported less use of pragmatic language at home, and the professional observed more frequent use of pragmatic language in the classroom. Parents agreed with the clinician regarding the children's vocabulary skills when the professional used both a standardized and a non-standardized evaluation instrument.
590 $a School code: 0045.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
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710 2 $a University of Cincinnati. $3 960309
773 0 $t Dissertation Abstracts International $g 62-05B.
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791 $a Ph.D.
792 $a 2001
793 $a English
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