San Diego State University, USA.
University of Connecticut, USA.
Autism. 2024 Jul;28(7):1602-1621. doi: 10.1177/13623613231216155. Epub 2023 Dec 25.
Under the (5th ed.), language impairment can co-occur with autism. It is not yet clear how research defines, reports, and characterizes structural language abilities of autistic individuals eligible for school-based special education services (aged 3-21 years) in the United States. In the United States, students typically must be formally diagnosed to be eligible for services and supports. However, the quality of diagnosis is only as good as the research evidence on which diagnosis depends. To evaluate evidence quality, we examined how studies of school-aged autistic individuals report assessments of language ability. This systematic review included 57 studies using English language age-referenced assessments used to measure structural language. Findings showed many differences across studies in how language abilities were measured and reported. Also, none of the studies fully reported the variables relevant to characterizing language impairment. Outcomes were similar across versions of the . Findings indicate that researchers and clinicians should pay attention to reporting diagnostic and grouping criteria. Carefully interpreting research evidence is critical for ensuring that diagnostic criteria and supports are representative of and accessible to autistic individuals and relevant parties.
在第 5 版中，语言障碍可能与自闭症同时发生。目前还不清楚美国为有资格接受学校特殊教育服务（3-21 岁）的自闭症个体提供的结构性语言能力的研究是如何定义、报告和描述的。在美国，学生通常必须经过正式诊断才有资格获得服务和支持。然而，诊断的质量取决于诊断所依赖的研究证据。为了评估证据质量，我们研究了评估学龄自闭症个体语言能力的研究如何报告。本系统评价包括 57 项使用英语年龄参照评估来衡量结构性语言的研究。研究结果表明，在语言能力的测量和报告方面，许多研究之间存在差异。此外，没有一项研究充分报告了与描述语言障碍相关的变量。在《精神障碍诊断与统计手册》的不同版本中，结果相似。研究结果表明，研究人员和临床医生应该注意报告诊断和分组标准。仔细解释研究证据对于确保诊断标准和支持代表并适用于自闭症个体和相关方至关重要。
