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).
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