Structural Language Assessment Practices in Autism Research: A Systematic Review of Reporting Variability

This systematic review of 57 studies examines how researchers measure and report structural language abilities in school-aged autistic individuals (ages 3-21) in the U.S., finding substantial inconsistencies in assessment approaches and incomplete reporting of diagnostic variables. The authors recommend improved standardization in how language impairment is documented and characterized to ensure diagnostic accuracy and appropriate access to educational services for autistic students.