Validating Dynamic Assessment of Triadic Gaze for Young Children With Severe Disabilities
| Autor: | Lesley B. Olswang, Julie L. Feuerstein, Gay Lloyd Pinder, Patricia Dowden |
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| Rok vydání: | 2013 |
| Předmět: |
Male
Linguistics and Language Speech-Language Pathology Joint attention Developmental Disabilities Child Behavior Pilot Projects Fixation Ocular Predictor variables Severity of Illness Index Article Developmental psychology Speech and Hearing Predictive Value of Tests Evaluation methods Developmental and Educational Psychology Humans Attention Infant Reproducibility of Results Construct validity Eye movement Dynamic assessment Gaze Play and Playthings Otorhinolaryngology Child Preschool Infant Behavior Visual Perception Female Psychology |
| Zdroj: | American Journal of Speech-Language Pathology. 22:449-462 |
| ISSN: | 1558-9110 1058-0360 |
| DOI: | 10.1044/1058-0360(2012/12-0013) |
| Popis: | Purpose This research investigated the use of a dynamic assessment (DA) to identify differences among young children with severe disabilities, which would predict progress in learning behaviors indicating coordinated joint attention (CJA). Method Six children 10–24 months of age were enrolled in a 16-week treatment for behaviors indicating CJA, specifically triadic gaze (TG), which is a 3-point gaze shift between object and adult. An initial static assessment documented the children's eligibility for the study and their baseline performance of TG. DA procedures were then implemented to determine each child's performance with examiner support in producing behaviors suggesting joint attention (i.e., tracking, gaze toward an object or an adult, scanning between objects, scanning an object and adult, and TG). Results Results demonstrated differences among children during the DA via a DA score and a behavioral profile. These results were predictive of differences among children in subsequent learning of TG. Conclusion These data support the validity of DA for describing heterogeneity among young children with severe disabilities who look similar on static assessment but appear differentially ready to learn behaviors associated with joint attention. This knowledge will assist clinicians in planning more efficacious services for young children who struggle to communicate and are at risk for extended therapeutic needs. |
| Databáze: | OpenAIRE |
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