The Modified- Classroom ObservationScheduletoMeasureIntenticnaCommunication( M-COSMIC): EvaluationofReliabilityandValidity

Modified COSMIC 11

Preschool Language Scales-UK Edition (PLS-UK; Zimmerman, Steiner, & Pond, 1997)
were administered. Parents were interviewed using the Vineland Adaptive Behavior
Scales-II, Survey Form (VABS, Sparrow, Cicchetti, & Balla, 2005) and they also
completed the MacArthur-Bates Communicative Development Inventory: Words and
Gestures Form (MCDI; Fenson et al., 1993). Teachers completed the VABS-Teacher
Rating Form (T-VABS, Sparrow, Cicchetti, & Balla, 2006). Administration and scoring
of assessments was conducted by researchers independent of the M-COSMIC coding.

Table 1 summarizes the children’s standardised scores from the PACT assessments,
demonstrating heterogeneity in functional and language abilities within this sample. Whilst
unbalanced in terms of the ADOS-G module administered, individual language abilities were
varied and evenly distributed across categories of language ability. Specifically, examination of
scores on ADOS-G item A1 (Overall level of non-echoed language) indicated that 12 children
were non-verbal, eight used single-word speech, 11 used phrase speech, and 10 spoke in fluent
sentences. Some children attended mainstream schools and nurseries while others attended
facilities for children with special needs.

- Insert Table 1 -

M-COSMIC school-visits were completed as soon as practicable following PACT
follow-up assessments (within 1 to 10 weeks thereof; M = 5, SD = 2.5), so as to permit
evaluation of concurrent validity between M-COSMIC codes and the standardised assessment
scores. Children were seen in their usual nursery/school settings when aged between 48 and 73
months (M = 60, SD = 7.5), with 31 attending mainstream settings and 10 at settings for children
with special needs. Behaviour sampling was conducted in small groups which included the target
child, one teacher or classroom assistant, and two familiar peers³.

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