Showing papers in "Journal of Autism and Developmental Disorders in 2000"
TL;DR: Algorithm sensitivities and specificities for autism and PD DNOS relative to nonspectrum disorders were excellent, with moderate differentiation of autism from PDDNOS.
Abstract: The Autism Diagnostic Observation Schedule-Generic (ADOS-G) is a semistructured, standardized assessment of social interaction, communication, play, and imaginative use of materials for individuals suspected of having autism spectrum disorders. The observational schedule consists of four 30-minute modules, each designed to be administered to different individuals according to their level of expressive language. Psychometric data are presented for 223 children and adults with Autistic Disorder (autism), Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) or nonspectrum diagnoses. Within each module, diagnostic groups were equivalent on expressive language level. Results indicate substantial interrater and test-retest reliability for individual items, excellent interrater reliability within domains and excellent internal consistency. Comparisons of means indicated consistent differentiation of autism and PDDNOS from nonspectrum individuals, with some, but less consistent, differentiation of autism from PDDNOS. A priori operationalization of DSM-IV/ICD-10 criteria, factor analyses, and ROC curves were used to generate diagnostic algorithms with thresholds set for autism and broader autism spectrum/PDD. Algorithm sensitivities and specificities for autism and PDDNOS relative to nonspectrum disorders were excellent, with moderate differentiation of autism from PDDNOS.
7,012 citations
TL;DR: Although abnormal repetition is not specific to autism, an elevated pattern of occurrence and severity appears to characterize the disorder.
Abstract: Systematic study of abnormal repetitive behaviors in autism has been lacking despite the diagnostic significance of such behavior The occurrence of specific topographies of repetitive behaviors as well as their severity was assessed in individuals with mental retardation with and without autism The occurrence of each behavior category, except dyskinesias, was higher in the autism group and autistic subjects exhibited a significantly greater number of topographies of stereotypy and compulsions Both groups had significant patterns of repetitive behavior co-occurrence Autistic subjects had significantly greater severity ratings for compulsions, stereotypy, and self-injury Repetitive behavior severity also predicted severity of autism Although abnormal repetition is not specific to autism, an elevated pattern of occurrence and severity appears to characterize the disorder
1,075 citations
TL;DR: Comparing the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism suggests that video modeling led to faster acquisition of tasks than in vivo modeled and was effective in promoting generalization.
Abstract: The present study was designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism. A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used. Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition. Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior. After the observations, children were tested for acquisition and generalization of target behaviors. Results suggest that video modeling led to faster acquisition of tasks than in vivo modeling and was effective in promoting generalization. Results are discussed in terms of video modeling's motivating and attention maintaining qualities.
662 citations
TL;DR: The predictive power of age and IQ at time of admission to an intensive treatment program using applied behavior analysis were examined and showed that having a higher IQ at intake and being of younger age were both predictive of being in a regular education class after discharge.
Abstract: The predictive power of age and IQ at time of admission to an intensive treatment program using applied behavior analysis were examined in a 4- to 6-year follow-up of educational placement. Twenty-seven children with autistic disorder who were between the ages of 31 and 65 months and had IQs on the Stanford Binet between 35 and 109 at time of admission to the Douglass Developmental Disabilities Center were followed up 4 to 6 years after they left the preschool. The results showed that having a higher IQ at intake (M = 78) and being of younger age (M = 42 months) were both predictive of being in a regular education class after discharge, whereas having a lower IQ (M = 46) and being older at intake (M = 54 months) were closely related to placement in a special education classroom. The results are interpreted as pointing to the need for very early intervention for children with Autistic Disorder. It is also emphasized that older children and those with lower IQs in the present study showed measurable gains in IQ from treatment. The data should not be taken to suggest that children older than 4 years of age do not merit high quality treatment.
624 citations
TL;DR: While an area of severe involvement, social behavior is also responsive to intervention, and several studies have demonstrated that social engagement directly affects other important behaviors like language, even when these behaviors are not specifically targeted by the teaching program.
Abstract: Social dysfunction is perhaps the most defining and handicapping feature of autism. Improved social functioning has long been considered one of the most important intervention outcomes. A variety of social interventions have been designed, empirically examined, and published in the autism literature. Children with autism have been found to be responsive to a wide variety of interventions aimed at increasing their social engagement with others, both adults and peers. Successful strategies employing peer-mediated approaches and peer tutoring have involved typically developing peers. Furthermore, several studies have demonstrated that social engagement directly affects other important behaviors like language, even when these behaviors are not specifically targeted by the teaching program. Thus, while an area of severe involvement, social behavior is also responsive to intervention.
523 citations
TL;DR: Infants with autistic spectrum disorder less than 1 year of age were found to have poor visual attention, require more prompts to respond to their name, excessively mouth objects, and more frequently show aversion to social touch.
Abstract: year of age and allowed for some regularity in the taping situation. Differences between 11 typically developing infants and 11 infants with autism spectrum disorder were found in three general areas: social, joint attention, and autistic-like symptoms. The specific behaviors of looking at the face of another person, showing , pointing, and failing to orient to name correctly classified 91% of the participants according to diagnostic group (10/11 with autism spectrum disorder and 10/11 with typical development). More recently, Baranek (1999) viewed 9–12 month home videotapes of children with autism, mental retardation, and typical development. Infants with autism were found to have poor visual attention, require more prompts to respond to their name, excessively mouth objects, and more frequently show aversion to social touch. The current study aimed to characterize infants with autism spectrum disorder less than 1 year of age. To this end, the current study extended downward the study conducted by Osterling and Dawson (1994) by examing earlier videotapes taken from the same samples studied in the Osterling and Dawson study as well as the videotapes of 8 infants (4 with autistic spectrum disorder, 4 with typical development) who did not participate in the Osterling and Dawson study who were added in order to enlarge the samples. Although little is known about the symptoms of autism in early infancy, research has been able to reliably identify a cluster of behavioral impairments that characterize preschool children with autism. This cluster includes impairments in paying attention to others (eye contact, orienting), imitating the actions of others, affective responsivity, and joint attention behaviors (e.
481 citations
TL;DR: Psychosocial functioning in 20 male adolescents with AS, defined according to current ICD-10 criteria, and a comparison group of 20male adolescents with severe conduct disorder are reported, finding severe impairments in practical social functioning.
Abstract: Lack of standardized phenotypic definition has made outcome studies of Asperger syndrome (AS) difficult to interpret. This paper reports psychosocial functioning in 20 male adolescents with AS, defined according to current ICD-10 criteria, and a comparison group of 20 male adolescents with severe conduct disorder. Subjects were gathered from clinical referral. Evaluation used standardized interviewer rated assessments of social functioning and psychiatric morbidity. The AS group showed severe impairments in practical social functioning despite good cognitive ability and lack of significant early language delay. High levels of anxiety and obsessional disorders were found in AS; depression, suicidal ideation, tempers, and defiance in both groups. Results are compared with those from other studies. Relevance to clinical ascertainment and treatment is discussed.
438 citations
TL;DR: Evidence is reviewed on the prevalence of sensory and motor abnormalities in autism and the effectiveness of three interventions designed to address such abnormalities—sensory integration therapy, traditional occupational therapy, and auditory integration training.
Abstract: Evidence is reviewed on the prevalence of sensory and motor abnormalities in autism and the effectiveness of three interventions designed to address such abnormalities--sensory integration therapy, traditional occupational therapy, and auditory integration training. Although sensory processing and motor abnormalities are neither universal nor specific to autism, the prevalence of such abnormalities in autism is relatively high. There is, however, little controlled research on the effectiveness of interventions designed to address these abnormalities. Four objective outcome studies of sensory integration therapy were identified. These were of such small scale that no firm conclusions regarding efficacy could be made. No empirical studies of traditional occupational therapy in autism were found. Five studies of auditory integration training were found. Results of these studies provided no, or at best equivocal, support for the use of auditory integration training in autism.
390 citations
TL;DR: Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program, and implications are considered for the development of computer software to teach vocabulary to children who have autism.
Abstract: This study examined the impact of computers on the vocabulary acquisition of young children with autism. Children's attention, motivation, and learning of words was compared in a behavioral program and an educational software program. The educational software program was designed to parallel the behavioral program, but it added perceptually salient qualities such as interesting sounds and object movement. Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. Implications are considered for the development of computer software to teach vocabulary to children who have autism.
375 citations
TL;DR: Findings show the importance for future development and use of visual activity schedules to promote the independent functioning of students with autism spectrum disorders in their least restrictive environments.
Abstract: The purpose of this investigation was to evaluate the effectiveness of a two-component teaching package (graduated guidance and visual activity schedules) in teaching young students with autism to increase on-task and on-schedule behavior. Four children enrolled in a resource-based classroom in a public elementary school served as participants. An A-B-A-B withdrawal design was used to evaluate the effectiveness of a picture activity schedule on the percentage of intervals scored as on-task and on-schedule. Generalization measures were taken on the percentage of intervals scored as on-task and on-schedule with novel activities. The results of the investigation indicate that (a) student performance rose to criterion levels upon introduction of the graduated guidance procedure, (b) student performance maintained when the picture activity book was available (Book Only) and dropped when the picture activity book was not available (No Book), and (c) student performance generalized to novel activities. The implications of these findings show the importance for future development and use of visual activity schedules to promote the independent functioning of students with autism spectrum disorders in their least restrictive environments.
355 citations
TL;DR: This study used an ABAB design to determine if a peer buddy approach in which all students were trained to interact in dyads would increase non-adult-directed interactions and data collected on the students with autism indicate that thepeer buddy approach significantly increased their appropriate social interactions.
Abstract: Many students with autism are being served in inclusive settings. Early intervention programs, traditionally home-based, are beginning to create center-based options which incorporate typically developing peers. One of the arguments for the use of inclusive programs is that students with autism will benefit from their exposure to and interactions with typical peers. Unfortunately, research suggests that in inclusive settings, typical peers and peers with autism do not always interact without prompting from an adult. This study used an ABAB design to determine if a peer buddy approach in which all students were trained to interact in dyads would increase non-adult-directed interactions. Data collected on the students with autism indicate that the peer buddy approach significantly increased their appropriate social interactions. Follow-up data on one of the students indicates generalization of appropriate social interactions to a new classroom.
TL;DR: Results suggest that methylphenidate can be efficacious for children with autism and ADHD symptoms, however, this group of children seems to be particularly susceptible to adverse side effects.
Abstract: Thirteen children (ages 5.6 to 11.2 years) with autism and symptoms of attention-deficit hyperactivity disorder (ADHD) participated in a double-blind, placebo-controlled crossover study of methylphenidate (0.3 and 0.6 mg/kg per dose). Eight subjects responded positively, based upon a minimum 50% decrease on the Conners Hyperactivity Index. Ratings of stereotypy and inappropriate speech, which are often associated with autistic core features, also decreased. However, no changes were found on the Child Autism Rating Scale, a global assessment of autistic symptomotology. Significant adverse side effects occurred in some children including social withdrawal and irritability, especially at the 0.6 mg/kg dose. Results suggest that methylphenidate can be efficacious for children with autism and ADHD symptoms. However, this group of children seems to be particularly susceptible to adverse side effects.
TL;DR: This paper describes several features important in the success of this model and presents remaining issues to be addressed for improving treatment effectiveness.
Abstract: It is widely acknowledged that, to date, the forms of treatment enjoying the broadest empirical validation for effectiveness with individuals with autism are those treatments based upon a behavioral model and that such treatments are best implemented intensively and early in the child's development. This paper describes several features important in the success of this model and presents remaining issues to be addressed for improving treatment effectiveness. While it is appreciated that there is no “one size fits all” treatment for children with autism, there is as yet no established protocol for relating specific child, family, target behavior, and treatment variables to individualized treatment regimens. Future research needs to include well-conceived and methodologically rigorous investigations allowing for the determination of these important variables.
TL;DR: Six general themes are discussed, including increasing spontaneity, initiations, and the variety of functions of language verbal and nonverbal children with autism exhibit, as well as assessing and teaching precursors relating to positive outcome.
Abstract: The purpose of this article is to discuss research opportunities arising from the current literature in the area of communication. Six general themes are discussed, including (a) increasing spontaneity, initiations, and the variety of functions of language verbal and nonverbal children with autism exhibit; (b) assessing and teaching precursors relating to positive outcome; (c) the importance of family involvement in intervention programs; (d) best practices for implementation of communicative interventions; (e) the interrelationship between language and other behavioral symptoms of autism; and (f) the social and pragmatic use of language. These areas are discussed in terms of improving assessment and intervention practices to produce greater long-term communicative outcomes for individuals with autism.
TL;DR: It is suggested that reports of parents with children with autistic characteristics exhibit expected quantities of sleep, but parent perception of their sleep difficulties and sleep quality is different for children with autism than for children in all other study groups.
Abstract: This research evaluated parent reports of sleep behaviors of four groups of children: those with Autism or Pervasive Developmental Disorders, those with General Mental Retardation alone, those attending Special Education classes (with no MR diagnosis), and a control group of similar aged children without a developmental diagnosis. Diagnostic classification and demographic information were determined through parent report, report of classroom registration, and the Gilliam Autism Rating Scale (Gilliam, 1995). To evaluate sleeping behavior the study used a 28-item, five-factor scale (Behavioral Evaluation of Disorders of Sleep/BEDS; Schreck, 1997/1998) constructed from the diagnostic criteria for childhood sleep disorders found in the International Classification of Sleep Disorders: Diagnostic and Coding Manual (ICSD, American Sleep Disorders Association, 1990). Findings suggest that reports of parents with children with autistic characteristics exhibit expected quantities of sleep, but parent perception of their sleep difficulties and sleep quality is different for children with autism than for children in all other study groups.
TL;DR: Recognition in the Asperger group was associated with less remembering, and more knowing, than in the control group, and this results show that episodic memory is moderately impaired in individuals with Aspergers syndrome even when overall recognition performance is not.
Abstract: A group of adults with Asperger syndrome and an IQ-matched control group were compared in remember versus know recognition memory. Word frequency was also manipulated. Both groups showed superior recognition for low-frequency compared with high-frequency words, and in both groups this word frequency effect occurred in remembering, not in knowing. Nor did overall recognition differ between the two groups. However, recognition in the Asperger group was associated with less remembering, and more knowing, than in the control group. Since remembering reflects autonoetic consciousness, which is the hallmark of an episodic memory system, these results show that episodic memory is moderately impaired in individuals with Asperger syndrome even when overall recognition performance is not.
TL;DR: 16 empirical studies that investigated the effects of social interactive interventions designed to increase early social communicative skills of young children with autism by increasing their role as initiator of social interactions were reviewed.
Abstract: Growing attention has been directed at the relation between early social communicative skills of children with autism and subsequent development of these children's social and communicative functioning. We reviewed 16 empirical studies that investigated the effects of social interactive interventions designed to increase early social communicative skills of young children with autism by increasing their role as initiator of social interactions. To identify factors relating to treatment effectiveness, we analyzed studies in relation to participant characteristics, settings, target behaviors, training methods, and results. To determine durability of treatment, we analyzed generalization effects across persons, settings, stimuli, and time. Increases were found for social and affective behaviors, nonverbal and verbal communication, eye contact, joint attention, and imitative play. Limited generalization or maintenance of target behaviors was reported. Findings are discussed in relation to critical variables that may relate to treatment effectiveness in future research and practice efforts.
TL;DR: Children with autism were significantly more delayed in social skills and were rated by observers as exhibiting a greater degree of impairment in cognitive, communication, and social skills than children with fragile X syndrome.
Abstract: We compared the developmental status, functional abilities, and temperament of 31 young boys with fragile X syndrome (FXS) who did not have autism, matched on chronological age, gender, and race, with 31 boys with autism but no FXS Children with autism exhibited a more variable profile of development in comparison with a relatively flat profile for children with FXS Children with autism were significantly more delayed in social skills and were rated by observers as exhibiting a greater degree of impairment in cognitive, communication, and social skills On temperament ratings, both groups were slower to adapt, less persistent, and more withdrawing than the reference group Boys with FXS were rated as more active than the referent group, whereas boys with autism were rated as less intense, more distractible, having a higher threshold for response, and less rhythmic than the reference group A smaller three-group analysis compared boys with FXS, boys with autism, and boys with both FXS and autism Children with both autism and FXS were substantially more delayed than children with autism or FXS alone
TL;DR: A new advanced theory of mind task, developed to approximate the demands of real-life mentalizing in able individuals with autism, found adults with high-functioning autism and Asperger syndrome were most impaired in their ability to answer the questions requiring mind-reading ability.
Abstract: Details are given of a new advanced theory of mind task, developed to approximate the demands of real-life mentalizing in able individuals with autism. Excerpts of films showing characters in social situations were presented, with participants required to answer questions on characters' mental states and on control, nonsocial questions. When compared with control participants, adults with high-functioning autism and Asperger syndrome were most impaired in their ability to answer the questions requiring mind-reading ability. Although the present findings have implications for task modification, such naturalistic, dynamic stimuli are held to offer an important means of studying subtle difficulties in mentalistic understanding.
TL;DR: It is suggested that infants with autism have marked limitation in both person-to-person and person-person-object social engagement, in keeping with the theory that autism involves impairments in primary as well as secondary intersubjectivity.
Abstract: The purpose of this study was to identify the specific aspects of social engagement that distinguish infants with autism from infants of similar age and developmental level who do not have autism. Ten parents of preschoolers with autism and 10 parents of matched children without autism were given a semistructured interview, the Detection of Autism by Infant Sociability Interview (DAISI), which elicits reports on whether 19 aspects of social engagement characteristic of typically developing infants were present at some time during the child's first 24 months. The reports of infants with autism differed from those of the control group on 16 items. Findings suggest that infants with autism have marked limitation in both person-to-person and person-person-object social engagement, in keeping with the theory that autism involves impairments in primary as well as secondary intersubjectivity (Hobson, 1993a).
TL;DR: Two separate studies were conducted to investigate whether children with autism are impaired at recalling personal events, and findings indicate that, in the group with autism, events performed by the individual were recalled significantly less well than the observed Events performed by a peer.
Abstract: Research on memory processing suggests that memory for events that an individual experiences should be superior to that for similar events that someone else experiences (e.g., Baker-Ward et al., 1990). However, such predictions may not be applicable to individuals with autism. There are already suggestions that individuals with autism have specific difficulties in remembering (Boucher & Lewis, 1989). In addition, they are known to have more general difficulties involving processes related to the “self.” If children with autism have difficulties in encoding information about themselves this could result in a deficit in personal episodic memory. The studies reported here compare memory for personally experienced events with that of memory for events experienced by a peer. An adaption of a method devised by Boucher and Lewis has been employed to assess recall. Two separate studies were conducted to investigate whether children with autism are impaired at recalling personal events. Two groups of children took part in Study 1, a group of children with autism and a control group of typical children matched for verbal mental age. A group of children with moderate learning difficulties were employed in the second study to investigate whether the findings also occur in other groups of individuals who have learning disabilities. Findings indicate that, in the group with autism, events performed by the individual were recalled significantly less well than the observed events performed by a peer. However, the results for the nonautistic children in both studies showed that the opposite was true. Theoretical claims are discussed in the light of these findings.
TL;DR: The atypicalities in the vocal behavior of children with autism appeared to be independent of individual differences in joint attention skill, suggesting that a multiple process model may be needed to describe early social-communication impairments in children with Autism.
Abstract: This study was designed to evaluate the nature of early vocal behaviors in young children with autism. Recent methodological and conceptual advances in the study of infant preverbal vocalizations were used to provide a detailed examination of the vocal behavior of young preverbal children with autism and comparison children with developmental delays. Results revealed that children with autism did not have difficulty with the expression of well-formed syllables (i.e., canonical babbling). However, children with autism did display significant impairments in vocal quality (i.e., atypical phonation). Specifically, autistic children produced a greater proportion of syllables with atypical phonation than did comparison children. Consistent with prior reports, the children with autism also displayed a deficit in joint attention behaviors. Furthermore, the atypicalities in the vocal behavior of children with autism appeared to be independent of individual differences in joint attention skill, suggesting that a multiple process model may be needed to describe early social-communication impairments in children with autism. Data are discussed in terms of their implications for future theoretical and applied research, including efforts to enhance the specificity of early diagnostic procedures.
TL;DR: This paper found that the types of repetitive thoughts and behavior of adults with autism and those with obsessive-compulsive disorder (OCD) may be different and that Serotonin reuptake inhibitors (SRIs), the primary drug treatment for patients with OCD, may reduce the repetitive phenomena of some autistic patients.
Abstract: Repetitive thoughts and behavior are considered integral and core components of autistic disorder. Results from recent studies suggest that the types of repetitive thoughts and behavior of adults with autism and those with obsessive-compulsive disorder (OCD) may be different. Serotonin reuptake inhibitors (SRIs), the primary drug treatment for patients with OCD, may reduce the repetitive phenomena of some autistic patients. Two controlled studies of the nonselective SRI clomipramine have shown the drug to be more efficacious than the relatively selective norepinephrine reuptake inhibitor desipramine and placebo in children with autism. One controlled study of the selective SRI fluvoxamine found it to be significantly better than placebo for reducing repetitive phenomena and aggression in adults with autistic disorder. Additional research is needed.
TL;DR: Developmental regression in the population appears to be a typical event in the natural course of autism, with little difference between those children who regressed and those who did not regress in maternal perceptions and reports of development, family, and medical history.
Abstract: Developmental regression among children with autism is a common phenomenon of unknown origin. The purpose of this study was to identify the differences between children with autism who reportedly regressed with those who did not regress. A representative group of 39 mothers were interviewed (40 children—1 pair of twin girls) about familial, pregnancy, perinatal, as well as medical history and developmental milestones. The study focused on mothers' perceptions of developmental regression. Nineteen children (47.5 %) regressed in verbal and non-verbal communication and social but not in motor abilities. Mean age of regression was 24 months, with 11 children who regressed before and 8 after this age. No significant differences were reported by mothers of children who did or did not regress. More mothers of children who regressed, than those of children who did not, expressed guilt feelings regarding the development of autism, and almost all of them had an “explanation” for the possible mechanisms that might have influenced their children's developmental course. In conclusion, developmental regression in our population appears to be a typical event in the natural course of autism. There is little difference between those children who regressed and those who did not regress in maternal perceptions and reports of development, family, and medical history.
TL;DR: A review is presented of the investigations carried out concerning the adaptive behavior of persons with the dual disability of mental retardation and autism/PDD, and the use of level of Self Help/Daily Living Skills and, to a lesser extent, level of Gross Motor Skills/Motor Skills are recommended as suitable matching variables.
Abstract: A review is presented of the investigations carried out concerning the adaptive behavior of persons with the dual disability of mental retardation and autism/PDD. A close correspondence is found between the results obtained by means of a Dutch set of scales, the SRZ, SGZ, and SMZ, and those obtained by means of the Vineland Adaptive Behavior Scales. Compared with matched nonautistic persons, the performance of dually disabled persons is found to be particularly poor in the domain Social Skills/Socialization and somewhat less poor in the domain Communication. Performance of the two categories does not differ in the domains Self Help/Daily Living Skills and Gross Motor Skills/Motor Skills. As a net result, persons of the dually disabled category are found to obtain comparatively low total scores for social competency, the SRZ-Total/Adaptive Behavior Composite. In addition, autistic mentally retarded persons are found to display more maladaptive behavior. For comparative studies in the mental retardation field the use of level of Self Help/Daily Living Skills and, to a lesser extent, level of Gross Motor Skills/Motor Skills are recommended as suitable matching variables.
TL;DR: Parents of children with autism and pervasive developmental disorder and educational and clinical practitioners providing services to them regularly confront a wide range of service selection and financial decisions that are not as yet effectively addressed by applied research.
Abstract: Parents of children with autism and pervasive developmental disorder and educational and clinical practitioners providing services to them regularly confront a wide range of service selection and financial decisions that are not as yet effectively addressed by applied research Relevant systems issues span a very broad range of concerns: (a) systems delivery models and issues (eg, costs of services, implementation of intensive intervention, and teacher or therapist training); (b) how best to integrate treatments; (c) providing treatment to those with limited monetary resources; (d) cost and cost/benefit analyses; (e) how to educate adult psychiatrists (as well as other practitioners and personnel) regarding autism; and (f) gaps between research and practice
TL;DR: Comparison of obtained Vineland socialization scores to those predicted by CA or MA may be useful in clarifying the diagnosis of autism, suggest findings.
Abstract: Traditional approaches to diagnosing autism emphasize delays in communication and socialization Traditional diagnostic schemes typically list symptoms (eg, lack of eye contact), but provide little guidance on how to incorporate information about developmental level in making a diagnosis Because standardized measures of adaptive behavior can provide information about children's communication, socialization, and other behavior relative to their age, they may be useful tools for diagnosing autism This study investigated the ability of the Vineland Adaptive Behavior Scales to identify children with autism Vineland scores and measures of intellectual functioning were obtained for children with autism, PDDNOS, and other developmental disorders (DD) Discriminant function analyses indicated that the autism and combined nonautism (PDDNOS and DD) groups could be differentiated on the basis of socialization, daily living skills, and serious maladaptive behaviors Socialization alone accounted for 48% of the variance in diagnosis Using regression analyses derived from a large normative sample, adaptive behavior scores were predicted from chronological age (CA) and mental age (MA) Socialization scores in the autism group were substantially below the level predicted from CA or MA An index derived from the ratio of actual to predicted socialization scores correctly classified 86% of both autism and nonautism cases Findings suggest that comparison of obtained Vineland socialization scores to those predicted by CA or MA may be useful in clarifying the diagnosis of autism
TL;DR: Results indicate that the amount of shared interest exhibited by the children with autism during conversation with their caregivers increased during training sessions and the children made more responses that were appropriate to the context of the conversation.
Abstract: This research examined whether children with autism could be trained to improve their conversational skills and whether this led to changes in standard tests of theory of mind (ToM). Three high-functioning children with autism participated in a multiple baseline across participants design. The children were taught how to initiate a conversation, take turns during conversation, listen attentively, maintain a conversation topic, and change a conversation topic appropriately. The children were tested for ToM using False Belief tasks before and after training sessions. Results indicate that the amount of shared interest exhibited by the children with autism during conversation with their caregivers increased during training sessions. The children also made more responses that were appropriate to the context of the conversation. Performance on the False Belief tasks remained constant throughout the study. Results are discussed with respect to the implications of results of performance in standard ToM tasks.