2016 Gatlinburg Conference Poster
PS-29
Title: Assessment of Expressive Language in Minimally Verbal Children with ASD
Authors: Christina Kang, Connie Kasari, Tristram Smith, Rebecca Landa
Introduction: Language and communication impairments are common in children with ASD. These impairments, especially in
expressive language (EL), are particularly salient in minimally verbal (MV) children. 30% of children diagnosed with ASD are MV,
and there is heterogeneity in EL even among MV children. Therefore, understanding the methods and measures by which
researchers capture language ability - by establishing convergent validity of EL assessments used with this population - is one
step toward constructing a clear definition of what it means for a child to be "minimally verbal."
There are three common methods used to assess EL: direct assessment, observational language sampling, and parent/caregiver
report. Few studies have investigated the convergent validity across methods of EL assessment, and none have examined validity
with a MV sample.
Method/Participants: This study is a secondary analysis of a multisite, randomized controlled trial targeting social
communication with MV preschoolers. All children used fewer than 30 words across behavioral assessments at baseline, received
early intervention services, and had a confirmed diagnosis of ASD. The sample consisted of 181 children.
Procedure:
The language measures used in the present study were collected as baseline measures for the original study. The direct
measures were conducted by trained assessors in either school or clinic settings. The observational measure took place in home,
school, or clinic settings. Caregiver reports were sent home for parents to complete.
Measures:
The direct assessments analyzed were the EL subscales of the Mullen Scales of Early Learning (MSEL) and Reynell Developmental
Language Scales, which are standardized cognitive assessments. Raw scores were used rather than standardized scores as some
children received scores below basal level. The observational measure was derived from the Parent-Child Interaction (PCX), a
free play assessment between parent and child. PCX videos were transcribed and analyzed for number of different words the
child used. The parent reports used were the Vineland Adaptive Behavior Scales and the MacArthur-Bates Communicative
Development Inventories: Words and Gestures form (MCDI). The EL subscale from the communication scale was used from the
Vineland, and the reported number of words produced was used from the MCDI. Scores across all EL measures were correlated
to determine convergent validity.
Results: The correlations between EL scores on the MSEL, Reynell, PCX, and Vineland were strong and significant at the 0.01
level. However, correlations between EL scores as reported on the MCDI and all other EL measures were close to zero and
nonsignificant.
Mullen Reynell
Mullen 1
Reynell .880**
PCX
Vineland.693**
MCDI .042
PCX
VinelandMCDI
1
.759** .746** 1
.701** .630** 1
.087
.117
.111
1
Discussion: Results indicate that there was strong convergent validity across most EL measures. Additionally, there was
convergent validity across different methods of assessment. Conversely, the MCDI vocabulary checklist had low convergent
validity with the other EL measures analyzed. As the MCDI primarily centers on language in the home context, does not
2016 Gatlinburg Conference Poster
PS-29
distinguish between imitated and spontaneous language, and does not examine word frequency, it may be capturing a different
EL construct. Designation of minimally verbal status is defined and shaped by the language assessments used with these children.
Therefore, multiple language measures and multiple methods of assessment are key not only to informing better research
practices but also for improving clinical interventions with this population.
References/Citations:
• Kasari, C., Brady, N., Lord, C., & Tager‐Flusberg, H. (2013). Assessing the Minimally Verbal School‐Aged Child With
Autism Spectrum Disorder. Autism Research, 6(6), 479-493.
• Tager‐Flusberg, H., & Kasari, C. (2013). Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The
Neglected End of the Spectrum. Autism Research, 6(6), 468-478.