PDF(Pubmed)
Abstract：
UNASSIGNED: Under the Diagnostic and Statistical Manual of Mental Disorders (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 Diagnostic and Statistical Manual of Mental Disorders. 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.
摘要：
■根据精神疾病诊断和统计手册(第5版。),语言障碍可能与自闭症同时发生。目前尚不清楚研究如何定义，reports,并描述了在美国有资格获得学校特殊教育服务（3-21岁）的自闭症患者的结构性语言能力。在美国,学生通常必须被正式诊断为有资格获得服务和支持。然而,诊断的质量与诊断所依赖的研究证据一样好。为了评估证据质量，我们研究了对学龄期自闭症患者的研究如何报告语言能力评估。这项系统评价包括57项研究，这些研究使用英语语言年龄参考评估来衡量结构语言。研究结果表明，在衡量和报告语言能力的研究中存在许多差异。此外，没有一项研究完全报告了与表征语言障碍相关的变量.不同版本的《精神疾病诊断和统计手册》的结果相似。研究结果表明，研究人员和临床医生应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自闭症患者和相关方至关重要。
