Affiliations: [a] Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education (MAHE), Manipal, India | [b] Department of Data Science, Prasanna School of Public Health, Manipal Academy of Higher Education (MAHE), Manipal, India
Correspondence:
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Corresponding author: Shivani Tiwari, Department of Speech and Hearing, Manipal College of Health Professions, Manipal Academy of Higher Education (MAHE), Manipal 576104, Karnataka, India. Tel.: +91 820 2937409; E-mail: [email protected].
Abstract: BACKGROUND: The growing need and popularity of telepractice over conventional direct therapy by speech-language pathologists (SLPs) demand validation of oral language and literacy assessments via telepractice mode. Considering the limited research on the validation of standardised oral language and literacy tele-assessment in autistic children, it is vital to explore the feasibility of standardised oral language assessments in specific cultural and linguistic contexts. OBJECTIVE: To examine the reliability of standardised oral language and emergent literacy assessments delivered via telepractice in autistic children. METHODS: Emergent literacy and oral language skills of ten autistic children aged between 4 to 8 years were assessed using the Test of Emergent Literacy Assessment (TELA), and Assessment of Language Development (ALD) through in-person and tele-assessment with a gap of 15 days. RESULTS: The findings of the present study establish the reliability of standardised oral language and literacy tele-assessment in autistic children by demonstrating a high level of agreement between in-person and tele-assessment modes. CONCLUSIONS: Telepractice, may therefore, be a feasible and reliable mode of oral language and literacy assessment in autistic children, with adequate knowledge of the required special accommodation(s), training and strong collaboration with the facilitator(s).
