Comparing the Mullen Scales of Early Learning and the Preschool Language Scale—Fifth Edition for young children with autism spectrum disorder
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Author(s)
Riley, E
Paynter, J
Gilmore, L
Griffith University Author(s)
Year published
2019
Metadata
Show full item recordAbstract
Communication is a key area for early intervention for pre-schoolers with autism spectrum disorder (ASD). Therefore, there is a need for reliable and valid communication assessment measures for this population. Two commonly used measures are the language scales of the Mullen Scales of Early Learning (MSEL) and the Preschool Language Scale—Fifth Edition (PLS—5). To date, limited research has compared these. The aim of the present study was to investigate the similarities and differences in scores on the two instruments for children with ASD and those who were developing typically. The MSEL and the PLS—5 assessments were ...
View more >Communication is a key area for early intervention for pre-schoolers with autism spectrum disorder (ASD). Therefore, there is a need for reliable and valid communication assessment measures for this population. Two commonly used measures are the language scales of the Mullen Scales of Early Learning (MSEL) and the Preschool Language Scale—Fifth Edition (PLS—5). To date, limited research has compared these. The aim of the present study was to investigate the similarities and differences in scores on the two instruments for children with ASD and those who were developing typically. The MSEL and the PLS—5 assessments were administered to 49 pre-schoolers including 24 children with ASD and 25 typically developing (TD) children. Language scores on the MSEL and PLS—5 were highly correlated within each group. As expected, children with ASD performed significantly lower on both language measures compared to children who were developing typically. Children from both groups performed higher on the PLS—5 than the MSEL on the expressive language scale, and typically developing children also performed higher on the receptive language scale. Limitations and future directions for research in terms of test selection are discussed.
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View more >Communication is a key area for early intervention for pre-schoolers with autism spectrum disorder (ASD). Therefore, there is a need for reliable and valid communication assessment measures for this population. Two commonly used measures are the language scales of the Mullen Scales of Early Learning (MSEL) and the Preschool Language Scale—Fifth Edition (PLS—5). To date, limited research has compared these. The aim of the present study was to investigate the similarities and differences in scores on the two instruments for children with ASD and those who were developing typically. The MSEL and the PLS—5 assessments were administered to 49 pre-schoolers including 24 children with ASD and 25 typically developing (TD) children. Language scores on the MSEL and PLS—5 were highly correlated within each group. As expected, children with ASD performed significantly lower on both language measures compared to children who were developing typically. Children from both groups performed higher on the PLS—5 than the MSEL on the expressive language scale, and typically developing children also performed higher on the receptive language scale. Limitations and future directions for research in terms of test selection are discussed.
View less >
Journal Title
Advances in Neurodevelopmental Disorders
Volume
3
Issue
1
Copyright Statement
© Springer Nature Switzerland AG 2018. This is an electronic version of an article published in Age, 2019, 3 (1), pp. 29-37. Advances in Neurodevelopmental Disorders is available online at: http://link.springer.com/ with the open URL of your article.
Subject
Psychology
Specialist studies in education
Special education and disability