Improving social communication assessment for adolescents at risk for communication disorders

改善有沟通障碍风险的青少年的社会沟通评估

• 批准号: 10512670
• 负责人: Gerard Humphrey Poll
• 金额: $ 43.06万
• 依托单位: MIAMI UNIVERSITY OXFORD
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-08-15 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10512670
• 关键词: Address; Adolescent; Adopted; Adoption; Adult; Affect; Child; Clinical; Collaborations; Communication Research; Communication impairment; Data; Development; Developmental Disabilities; Dimensions; Employment; Goals; High Prevalence; Independent Living; Intervention; Interview; Judgment; Language; Link; Measures; Modeling; Outcome; Outcome Measure; Participant; Performance; Persons; Principal Component Analysis; Psychometrics; Research; Research Personnel; Residual state; Risk; Schools; Semantics; Social outcome; Speech Pathology; Structure; Students; Techniques; Testing; Universities; Validation; Work; base; clinical implementation; design; economic outcome; experience; field study; implementation study; improved; interest; response; skills; social communication; sound; undergraduate student; validation studies

Project Summary/Abstract Social communication deficits are common in adolescents with high-prevalence developmental disabilities (Baribeau et al, 2015; Skuse et al, 2009; Storebo et al, 2012), and contribute to poor adult outcomes (NCWD, 2015). Social communication involves adapting language to a context (Rose-Krasnor, 1997). Intervention can improve social communication skills, but to be effective, interventions must be tailored to the adolescent’s current level of ability for relevant contexts (Cai & Richdale, 2016; McCall, 2015). To plan effective social communication interventions, researchers rely on criterion-referenced assessments. Criterion-referenced language assessments compare examinee performance to a performance standard, such as the developmental timetable for mastering grammatical inflections. The timetable for adolescent social communication development is not well understood, leading current social communication assessments to interpret performance by another standard, such as expert judgments of appropriate or inappropriate responses. Others have determined performance level by using Rasch or IRT analyses to empirically determine item difficulty. No current adolescent social communication assessments determine performance levels by comparing examinee performance to levels of an interpretive framework that has been validated by empirically-determined item difficulty. Current assessments are not designed to identify adolescents’ level of social communication ability for the transition to post-school contexts such as employment or independent living. Evidence on how much context affects measures of social communication is limited. To address these gaps in social communication assessments, the Transition Pragmatics Interview (TPI; Poll & Petru, 2018) has been developed. The goal of this project is to test the design of the TPI as comparing the examinee’s ability level to an empirically-validated interpretive framework. Items of the TPI will be designed to vary in difficulty based on the levels of the interpretive framework, the Situational-Discourse-Semantics model. Based on a field test of this refined TPI item set, item difficulty will be evaluated using Rasch analyses. Levels of the interpretive framework will be evaluated as predictors of item difficulty. To evaluate how context affects social communication, field test participants will be evaluated with four subscales of the TPI, each focused on a post-school context. Rasch analyses will used to determine participant abilities for each post-school context on an equivalent scale. Finally, the context-focused sub-scales of the TPI will each be evaluated to determine their dimensionality. Taken together, these will be major steps in the development of a psychometrically-sound measure of adolescent social communication tailored to transition intervention planning.

项目摘要/摘要 社会沟通防御在患有高产发育障碍的青少年中很常见 （Baribeau等，2015; Skuse等，2009; Storebo等，2012），并为贫困的成人结果做出了贡献（NCWD， 2015）。社会交流涉及将语言调整到环境中（Rose-Krasnor，1997）。干预可以 提高社交沟通能力，但要有效，必须针对青少年的干预措施量身定制 当前的相关环境能力水平（Cai＆Richdale，2016； McCall，2015）。 为了计划有效的社会交流干预措施，研究人员依靠标准引用的评估。 标准参考语言评估将考生表现与绩效标准进行比较， 作为掌握语法弯曲的发展时间表。青少年社交时间表 沟通发展尚未得到充分理解，导致当前的社会交流评估 解释另一个标准的绩效，例如适当或不适当的专家法官 回答。其他人通过使用Rasch或IRT分析来确定性能水平 确定项目困难。目前没有青少年的社会交流评估决定绩效 通过比较考生的表现与已验证的解释框架的水平进行比较 经验确定的项目困难。 当前的评估并非旨在确定青少年的社会沟通能力水平 过渡到学后环境，例如员工或独立生活。关于多少背景的证据 影响社会沟通的度量是有限的。 为了解决社会传播评估中的这些差距，过渡语用访谈（TPI； Poll＆ Petru，2018年）已开发。该项目的目的是测试TPI的设计 考生的能力水平是经验验证的解释框架。 TPI的项目将被设计为 基于解释框架的水平，即情境宣传模型，难度有所不同。 基于对此精制TPI项目集的现场测试，将使用Rasch分析评估项目困难。水平 解释性框架的预测因素将被评估为难度的预测指标。评估环境如何影响 社交沟通，现场测试参与者将通过TPI的四个子量表进行评估，每个分量表的重点是 学后环境。 RASCH分析将用于确定每个学后情况下的参与者能力 等效规模。最后，将对TPI的上下文次级量表进行评估，以确定 他们的维度。综上 为过渡干预计划量身定制的青少年社会交流的量度。