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.

项目概要/摘要 社交沟通缺陷在发育障碍患病率较高的青少年中很常见 （Baribeau 等人，2015 年；Skuse 等人，2009 年；Storebo 等人，2012 年），并导致不良的成人结局（NCWD、 2015）。社交沟通涉及使语言适应上下文（Rose-Krasnor，1997）。 提高社交沟通技巧，但为了有效，干预措施必须根据青少年的情况量身定制 当前相关环境的能力水平（Cai & Richdale，2016；McCall，2015）。 为了规划有效的社会沟通干预措施，研究人员依靠标准参考评估。 标准参考语言评估将考生的表现与表现标准进行比较，例如 作为掌握语法变化的发展时间表 青少年社交的时间表。 人们对传播发展的了解还不够深入，导致当前的社会传播评估 用另一个标准解释绩效，例如适当或不适当的专家判断 其他人通过使用 Rasch 或 IRT 分析来凭经验确定绩效水平。 确定项目难度 目前还没有青少年社交沟通评估来确定表现。 通过将考生的表现与已验证的解释框架的水平进行比较 经验确定的项目难度。 目前的评估并不是为了确定青少年的社交沟通能力水平 过渡到毕业后环境，例如就业或独立生活的程度的证据。 社会沟通的影响措施是有限的。 为了解决社会沟通评估中的这些差距，过渡语用学访谈（TPI；民意调查和 Petru，2018）已经开发了该项目的目标是测试 TPI 的设计并进行比较。 TPI 项目的设计旨在评估考生对经经验验证的解释框架的能力水平。 根据解释框架（情境-话语-语义模型）的级别，难度有所不同。 根据此精炼 TPI 项目集的现场测试，将使用 Rasch 分析来评估项目难度。 解释框架的影响将被评估为项目难度的预测因素，以评估上下文如何影响。 对于社交沟通，现场测试参与者将使用 TPI 的四个子量表进行评估，每个子量表侧重于 Rasch 分析将用于确定每个放学后环境的参与者能力。 最后，将评估 TPI 的每个上下文子量表，以确定 总而言之，这些将是心理测量学发展的重要步骤。 为过渡干预计划量身定制的青少年社会沟通衡量标准。