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Direct linkSzarko, Julia E.; Brown, Alec J.; Watkins, Marley W. – Journal of Applied School Psychology, 2013
The authors examined the difference in standardized test performance when familiar versus unfamiliar examiners tested 26 preschool and elementary-aged children with autism. The children were matched by age, severity, and developmental level and then randomly placed into familiar and unfamiliar examiner groups. Familiarity with the examiner was…
Descriptors: Familiarity, Standardized Tests, Autism, Examiners
