| The current study discusses the potential effect testing modality has on receptive language test scores, testing duration, and amount of atypical behaviors observed on school-aged children with autism spectrum disorder(ASD). Twenty-two children recruited from public schools and a private speech-language clinic participated in the study. The CELF-5 Word Classes subtest was administered in two modalities, computer-mediated and speech language pathologist (SLP)-mediated formats. Participants’ raw scores and total amount of behaviors per interval were notsignificantlydifference. However, a significant difference was observed in testing duration and the mean number of atypical behaviors in 30 s interval. This demonstrated that the formatof assessment administration may impact children with ASD’s performance. Clinical implication for assessment of testing modality for students with ASD are discussed. Key words: autism spectrum disorder, computer-mediated assessment, speech-language pathologist-mediated assessment, receptive language assessment- |