PDF(Pubmed)
Abstract：
Children and adolescents with intellectual disabilities (ID) often encounter difficulties with narrative skills. Yet, there is a lack of research focusing on how to assess these skills in this population. This study offers an overview of the tools used for assessing oral narrative skills in children and adolescents with ID, addressing key questions about common assessment tools, their characteristics, and reported evidence. A systematic review was conducted of the literature published between 2010 and 2023 in the PsycINFO, ERIC, Education, and Psychology databases. An initial 1176 studies were reviewed by abstract, of which 485 were read in full text, leading to the selection and analysis of 22 studies. Most of the identified tools involve analyzing language samples obtained using wordless picture story books. Three common tools are emphasized. Studies have primarily identified inter-rater reliability and test-criterion evidence for validity. The main tools and their characteristics are discussed in depth to aid readers in discerning suitable options for research or practical applications. The importance of reporting diverse sources of evidence for validity and reliability within this population is highlighted.
摘要：
患有智力障碍（ID）的儿童和青少年在叙事技巧方面经常遇到困难。然而，缺乏关于如何评估该人群的这些技能的研究。本研究概述了用于评估具有ID的儿童和青少年的口头叙述技巧的工具，解决有关通用评估工具的关键问题，他们的特点,并报告了证据。对PsycINFO在2010年至2023年之间发表的文献进行了系统的回顾，ERIC,教育,心理学数据库。最初的1176项研究通过摘要进行了回顾，其中485篇全文阅读，导致22项研究的选择和分析。大多数已确定的工具都涉及分析使用无言图画书获得的语言样本。强调了三个常用工具。研究主要确定了评估者之间的可靠性和有效性的测试标准证据。深入讨论了主要工具及其特征，以帮助读者辨别适合研究或实际应用的选择。强调了在该人群中报告各种证据来源的有效性和可靠性的重要性。
