Identifying Meaningful Language Outcomes for Autistic Preschoolers with an Expert Panel

Abstract

Record ID: 205

Award(s): Excellence in Research Communication

Program Affiliation: NA

Presentation Type: Poster

Abstract: The purpose of this study is to identify meaningful and measurable language outcomes that education teams can target in early childhood classroom routines with autistic preschoolers. To identify this set of outcomes, we are using an electronic Delphi Method. This method involves engaging an expert panel in multiple rounds of gathering information to narrow the field of outcomes and reach a consensus on those deemed most essential. Our panel of 28 experts includes researchers (n=13) and practitioners (n=15) with expertise in early language development, autism, and implementation of evidence-based language practices for autistic children in preschool classroom settings.  Each expert also has at least 5 years of experience working directly or conducting research with autistic preschoolers. Our qualitative data analysis of the first round is underway. We plan to present the initial set of outcomes the experts identified, organized by themes.  We hypothesize that we will see 35 unique expressive and receptive outcomes, such as using total communication with interaction partner (i.e. peers) and promoting autonomy (i.e. AACs) using their language/communication system.