Clinical Assessment of Pragmatics (CAPs): A Validation Study of a Video-Based Test of Pragmatic Language in Adolescent Students
School of Allied Health, Loma Linda University, USA
- Corresponding Author:
- Lavi A
School of Allied Health
Loma Linda University, USA
E-mail: [email protected]
Received date February 16, 2016; Accepted date April 15, 2016; Published date April 22, 2016
Citation: Lavi A (2016) Clinical Assessment of Pragmatics (CAPs): A Validation Study of a Video-Based Test of Pragmatic Language in Adolescent Students. Autism Open Access 6:172. doi:10.4172/2165-7890.1000172
Copyright: © 2016 Lavi A. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The purpose of this study was to examine the validity and reliability of a novel new video-based approach to assessing pragmatic language, namely the Clinical Assessment of Pragmatics (CAPs). This study included students with Language Impairment (LI), High-Functioning Autism (ASD) and non-disabled students. Thirty participants, ages 14 to 16 years old, were administered 3 pragmatic judgment and 3 pragmatic performance subtests comprised of 10 items each for a total of 60 test items. Expert opinion was solicited for the purpose of obtaining content validity. Study results revealed that this instrument provides a valid and reliable comprehensive measure of pragmatic language skills. Both test-retest and interrater reliability were found to be strong. Experts rated the CAPs highly for both content and clarity. Concurrent validity was obtained on three of the CAPs subtests and was found to correlate to three existing pragmatic language instruments and measures (the Clinical Assessment of Spoken Language – Pragmatic Judgment subtest, the Test of Pragmatic Language and the Social Language Development Test, adolescent). CAPs is a tool which is both valid and reliable and can be used as a means of determining whether school-aged students present with deficits in pragmatic language skills, specifically, high-functioning autism or specific language impairment.