Psychoeducational Profile-Revised Research Articles

A Study on the Screening of Children at Risk for Developmental Disabilities Using Facial Landmarks Derived From a Mobile-Based Application

Objective Early detection and intervention of developmental disabilities (DDs) are critical to improving the long-term outcomes of afflicted children. In this study, our objective was to utilize facial landmark features from mobile application to distinguish between children with DDs and typically developing (TD) children.Methods The present study recruited 89 children, including 33 diagnosed with DD, and 56 TD children. The aim was to examine the effectiveness of a deep learning classification model using facial video collected from children through mobile-based application. The study participants underwent comprehensive developmental assessments, which included the child completion of the Korean Psychoeducational Profile-Revised and caregiver completing the Korean versions of Vineland Adaptive Behavior Scale, Korean version of the Childhood Autism Rating Scale, Social Responsiveness Scale, and Child Behavior Checklist. We extracted facial landmarks from recorded videos using mobile application and performed DDs classification using long short-term memory with stratified 5-fold cross-validation.Results The classification model shows an average accuracy of 0.88 (range: 0.78–1.00), an average precision of 0.91 (range: 0.75–1.00), and an average F1-score of 0.80 (range: 0.60–1.00). Upon interpreting prediction results using SHapley Additive exPlanations (SHAP), we verified that the most crucial variable was the nodding head angle variable, with a median SHAP score of 2.6. All the top 10 contributing variables exhibited significant differences in distribution between children with DD and TD (p<0.05).Conclusion The results of this study provide evidence that facial landmarks, utilizing readily available mobile-based video data, can be used to detect DD at an early stage.

Psychoeducational Profile-Revised, Korean Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition, and the Vineland Adaptive Behavior Scale, Second Edition: Comparison of Utility for Developmental Disabilities in Preschool Children.

This study aimed to compare the utility of the Psychoeducational Profile-Revised (PEP-R), Korean Wechsler Preschool and Primary Scale of Intelligence, Fourth Edition (K-WPPSI-IV), and Vineland Adaptive Behavior Scale, Second Edition (VABS-II) for evaluating developmental disabilities (DD) in preschool children. Additionally, we examined the correlations between the PEP-R, KWPPSI- IV, and VABS-II. A total of 164 children aged 37-84 months were assessed. Children's development was evaluated using the PEP-R, K-WPPSIIV, VABS-II, Preschool Receptive-Expressive Language Scale, and Korean Childhood Autism Rating Scale, Second Edition. Of the 164 children, 103 had typical development (TD) and 61 had DD. The mean of the PEP-R Developmental Quotient (DQ), K-WPPSI-IV Full-Scale Intelligence Quotient (FSIQ), and VABS-II Adaptive Behavior Composite (ABC) scores were significantly higher in the TD group than in the DD group (p<0.001). The estimated area under the curve of the PEP-R DQ, K-WPPSI-IV FSIQ, and VABS-II ABC scores was 0.953 (95% confidence interval [CI]=0.915-0.992), 0.955 (95% CI=0.914-0.996), and 0.961 (95% CI=0.932- 0.991), respectively, which did not indicate a statistically significant difference. The PEP-R DQ scores were positively correlated with the K-WPPSI-IV FSIQ (r=0.90, p<0.001) and VABS-II ABC scores (r=0.84, p<0.001). A strong correlation was observed between the KWPPSI- IV FSIQ and VABS-II ABC scores (r=0.89, p<0.001). This study found that the PEP-R, K-WPPSI-IV, and VABS-II effectively distinguished DD from TD in preschool children, and no significant differences in utility were observed between them.

Comparison between the socio-educational profiles of children with verbal and non-verbal Autism Spectrum Disorder.

Compare the psychoeducational profiles of children with verbal and non-verbal Autism Spectrum Disorder (ASD). Cross-sectional study conducted with a sample of 30 children with a medical diagnosis of ASD (15 verbal and 15 non-verbal) aged 2-9 years. The Psychoeducational Profile-Revised (PEP-R) scale was applied to assess the children's development. The data were analyzed quantitatively and comparatively. Analysis of covariance (ANCOVA) was performed to evaluate the compatibility between the groups regarding the scores obtained in each PEP-R area, with chronological age as the covariate, and Student's t-Test was used for the independent samples (p≤0.001). The scores in the different areas of the PEP-R were higher in the verbal group, with associations between language development and cognitive and social adaptive skills in the studied sample. Comparison between the groups showed a lower profile of the non-verbal group, with statistically significant differences in the areas of imitation, perception, gross and fine motor coordination, eye-hand coordination, cognitive performance, and verbal performance. The goal of comparing the psychoeducational profiles of verbal and non-verbal ASD children was reached, and statistically significant differences were observed. The children with non-verbal ASD presented a lower psychoeducational profile compared with that of verbal ASD children. Further studies with larger samples, delimited age groups, and more specific tests in each developmental area are suggested.

Comparação do perfil socioeducacional de crianças com Transtorno do Espectro Autista verbais e não verbais

ABSTRACT Purpose Compare the psychoeducational profiles of children with verbal and non-verbal Autism Spectrum Disorder (ASD). Methods Cross-sectional study conducted with a sample of 30 children with a medical diagnosis of ASD (15 verbal and 15 non-verbal) aged 2-9 years. The Psychoeducational Profile-Revised (PEP-R) scale was applied to assess the children’s development. The data were analyzed quantitatively and comparatively. Analysis of covariance (ANCOVA) was performed to evaluate the compatibility between the groups regarding the scores obtained in each PEP-R area, with chronological age as the covariate, and Student’s t-Test was used for the independent samples (p≤0.001). Results The scores in the different areas of the PEP-R were higher in the verbal group, with associations between language development and cognitive and social adaptive skills in the studied sample. Comparison between the groups showed a lower profile of the non-verbal group, with statistically significant differences in the areas of imitation, perception, gross and fine motor coordination, eye-hand coordination, cognitive performance, and verbal performance. Conclusion The goal of comparing the psychoeducational profiles of verbal and non-verbal ASD children was reached, and statistically significant differences were observed. The children with non-verbal ASD presented a lower psychoeducational profile compared with that of verbal ASD children. Further studies with larger samples, delimited age groups, and more specific tests in each developmental area are suggested.

Efficacy of Mobile-Based Cognitive Training Program DoBrain in Preschool Children With or Without Developmental Disabilities: A Randomized, Single-Blind, Active-Controlled Trial.

Mobile-based cognitive training programs can be a viable alternative to in-person interventions, but their efficacies have not been established yet. In this study, we examined the efficacy of DoBrain, a mobile-based cognitive training program designed for children with developmental disabilities (DDs), in comparison with general educational apps named Junior Naver and Kakao Kids. Children aged 34 to 77 months were recruited and randomized at a 1:1 ratio to use DoBrain or general educational apps. Each group used the assigned app on a daily basis at home for 30 minutes for 24 weeks. Parents were instructed to help the children with the app usage. A total of 166 children completed the post-test visit (DoBrain group, n=85, 55.4±8.7 months old; general educational app group, n=81, 53.7±9.9 months old). The primary outcome was cognitive development measured by Psychoeducational Profile-Revised (PEP-R), administered at baseline and at post-test. DoBrain had no superior effect over general educational apps on the PEP-R Developmental Quotient. When the changes before and after app usage were compared, the DoBrain group and the general educational app group both showed declines in imitation (adjusted p=0.049 and 0.022), perception (adjusted p=0.004 and <0.001), and gross motor (adjusted p=0.003 and 0.002) domains of the PEP-R. Among the DoBrain group, children with DD showed a significantly greater gain in the eye-hand coordination domain of PEP-R compared with those without DD (adjusted p=0.047). DoBrain did not show a superior effect over general educational apps on overall cognitive development in preschool children, regardless of the presence of DD. Careful monitoring of the negative effect of mobile-based cognitive training programs is necessary.

Predictors of Developmental Outcome in 4- to 6-Year-Olds With Developmental Disability.

Objective Studies on the early trajectories of developmental disability (DD) are limited. This study aimed to evaluate the diagnostic stability and developmental trajectories of autism spectrum disorder (ASD) and intellectual disability (ID), and to determine baseline clinical characteristics that affect future diagnosis. Methods We analyzed 192 children who were referred for possible DD through retrospective chart review. Clinical diagnosis was assessed once at baseline, aged 2–4, and at follow-up, aged 4–6. The participants’ developmental profiles were measured by Psychoeducational Profile-Revised (PEP-R), Vineland Social Maturity Scale (VSMS), Beery-Buktenica Developmental Test of Visual Motor Integration (VMI), and Childhood Autism Rating Scale (CARS). Results On comparing the diagnostic change, 5% of children were no longer diagnosed as ASD, and 13% of children were no longer diagnosed as ID at follow-up. Trajectories of developmental profiles were compared between children with and without ID at follow-up, and significant time-by-group interaction were observed in PEP-R (p<0.001), VSMS (p<0.001), and VMI (p=0.003) scores, indicating that children without ID at follow-up showed significant improvement over time compared to children with ID. ASD diagnosis (p<0.001) and CARS score (p=0.007) at baseline were significantly associated with ASD at follow-up, while VSMS score (p=0.004) and VMI score (p=0.019) at baseline were significantly associated with ID at follow-up. Conclusion A subset of children lost their diagnosis at follow-up, and such diagnostic change was significantly more common in ID compared to ASD. Baseline autism symptomatology was related to ASD at follow-up, and baseline adaptive and visuo-motor function was related to ID at follow-up.

The Effect of the 'Touch Screen-Based Cognitive Training' for Children with Severe Cognitive Impairment in Special Education.

Traditional education in special schools have some limitations. We aimed to investigate if the ‘touch screen-based cognitive training’ is feasible and effective for children with severe cognitive impairment (developmental age 18–36 months) in special education. In this case, 29 children were randomly allocated to intervention (n = 17, ‘touch screen-based cognitive training’, 30 min/session, 3 times/week, 12 weeks) and control (n = 12, traditional education) groups. Psychoeducational Profile-Revised (PEP-R), Early Childhood Behavior Questionnaire (ECBQ), Sequenced Language Scale for Infants (SELSI), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS) were measured before and after 12 weeks of education. The ‘touch screen-based cognitive training’ was applicable in special education. When repeated measures analysis of variance (ANOVA) was used, significant groupⅹtime effect was found for GAS, and significant group effect was found for ECBQ (attentional shifting) and GAS. When adjusting for pre-education measurements, the intervention had a significant effect on the post-education measurements of ECBQ (attentional shifting) and GAS (p < 0.05). No relationship existed between the degree of improvements and the severeness of developmental delay in the measurements. ‘Touch screen-based cognitive training’ in special school was feasible and it improved cognition in children with severe cognitive impairment (developmental age 18–36 months), irrespective of the severeness of the developmental delay.

Predictive components in the structure of an intensive, parent mediated, early intervention for children with autism spectrum disorders in India.

Introduction:The predictive factors of parent mediated, Early Intervention (EI) for children with Autism Spectrum Disorders (ASD) have not been studied in India; we document the structural therapeutic factors, which predict the EI outcome.Methods:Data of 77 children with an ICD 10 diagnosis of Pervasive Developmental Disorder (ASD in DSM 5), and completed a 12-week EI with proven effectiveness was collected from the database of a teaching hospital. We studied the structural therapeutic factors associated with EI outcome, as measured by Psycho-Educational Profile-Revised (PEP-R), while controlling the confounders with multiple linear regression analyses.Results:The Fine-motor skills improved in residential patients (t = 2.54, P = 0.02; 15 units). As the duration of intervention decreased at home per day, there was a significant decrease in Gross-motor skills (t = -2.67, P = 0.02; -15 units). With increase in duration of intervention in hospital per day, there was a significant increase (t = 2.86, P = 0.01; 30 units) in the Eye-hand integration. Cognitive-verbal skills acquisition decreased (t = -2.90, P = 0.01; 33 units) as the duration of intervention decreased at hospital. The use of medication did not predict any of the outcome factors.Conclusion:The above mentioned predictive factors should be monitored and titrated in the family context when children with ASD undergo parent mediated, EI programme. It is important to that the multidisciplinary family medicine teams reinforce these parents, who are the main column of support in primary-care settings for children with neuro-developmental disabilities in India.

Étude des facteurs de risque des comportements agressifs dans les troubles du spectre autistique

BackgroundWhen coping with auto- and hetero-aggressive behavior in children with autism spectrum disorders, the child psychiatrist has a double role: treating these behaviors as well as identifying at risk persons and situations. ObjectivesIn this perspective, our work aimed to study the risk factors of auto- and hetero-agressivity in behavioral self-hetero-aggressive. MethodsWe conducted a transversal study of 50 children with autism spectrum disorder (DSM-5 criteria). The diagnosis was confirmed by the Autism Diagnostic Interview-Revised (ADI-R). The severity of autism was determined by the Childhood Autism Rating Scale (CARS). Aggressive behaviors were assessed by the Behavior Problems Inventory (BPI-01) translated and validated in Arabic. The psycho-educational profile revised (PEP-R) evaluated, through the seven domains of development, the developmental age of each child. A predetermined plug collected information on the epidemiological and clinical characteristics. To determine the risk factors associated with aggressive behaviors, we conducted a univariate followed by a multivariate analysis. ResultsOur sample consisted of 50 children with ASD in accordance to DSM-5 criteria. The sex ratio was 4.5. Patients had an average age of 6 years (SD: 2) with extremes ranging from 2 to 12 years. Mean CARS score was 37.1 (SD: 7). Twenty percent of the children had a high functioning form of autism while the rest of the sample presented mild to moderate intellectual disability. The prevalence of auto-aggressive behavior was 46% and that of hetero-aggressiveness was of 60%. The univariate analysis found the following results. A statistically significant association was found between self-harm and the following factors: a higher age (P=0.007), a later age of diagnosis (P=0.006), digestive disorders (P=0.026; OR=4.28; 95% CI=1.1–16), high pain threshold (P=0.007; OR=5.8; 95% CI=1.5–21.8), intellectual disability (P=0.004), a lower score of perception at the PEP-R (P=0.045), and a higher score on the ADI-D (P=0.001). A statistically significant association was found between hetero-aggressive behavior and the following factors: a higher age (P=0.042) and the absence of the “no” opposition (P=0.017; OR=0. 1; 95% CI=0.1–0.9). The multivariate analysis isolated three independent factors for self-harm: a higher age (P=0.011; adjusted OR=1.05; 95% CI=1.01–1.09), digestive disorders (P=0.016; adjusted OR=17.5; 95% CI=1.7–1.80), intellectual disabilities (P=0.008; adjusted OR=0.9; 95% CI=0.8–0.9); and two independent factors for hetero-aggressiveness: a higher age (P=0.039; adjusted OR=1.03; 95% CI=1–1.06) and the absence of the “no” opposition (P=0.008; adjusted OR=0.1; 95% CI=0.02–0.56). ConclusionThese data invite us to consider the aggressiveness as a multifactorial behavior and to analyze aggressive behavior in light of the complex set of interactions between an individual and his environment.

발달장애 아동을 대상으로 한 어린이 낮병원 프로그램의 효과에 대한 후향적 분석

Objectives : The purpose of this study was to investigate the effectiveness of a day-hospital treatment program designed to help development of children with pervasive developmental disorder (PDD) and mental retardation (MR). Methods : Retrospective review of the charts of 32 children (28 with PDD, 4 with MR), who participated in a day-hospital treatment program of Seoul Metropolitan Eunpyeong Hospital, from October 2008 to February 2012, was conducted. Development level of each patient was evaluated according to the Psycho-Educational Profile-Revised (PEP-R), Social Maturity Scale (SMS), and Childhood Autism Rating Scale (CARS). Evaluation was done at two points, before participation and after 1 year participation. Results : Children who participated in the day-hospital treatment program showed significant improvement in all categories of PEP-R, SMS, and CARS. Conclusion : Day-hospital treatment program is effective for helping development of children with PDD and MR.

Examiner Familiarity Effects for Children With Autism Spectrum Disorders

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 established before test administration for children in the treatment group. Both groups were administered 2 subscales of the Psychoeducational Profile-Revised. There was a statistically significant difference in favor of the children tested by the familiar examiners on the cognitive verbal subscale (d = .43) and on the cognitive performance subscale (d = .47), indicating that examiner familiarity had positive effects on the test performance of children with autism. Given these results, it appears that professionals who are responsible for administering standardized tests to children with autism should make pretest contact with these children to reduce test procedure bias.

Twelve months of TEACCH-oriented habilitation on an Italian population of children with autism

Autism is a severe disorder and it is important to implement targeted interventions designed on the strengths and needs of affected children in order to improve their daily life. In this sense, the TEACCH program (Treatment and Education of Autistic and related Communication handicapped CHildren) may be useful in autism. A longitudinal study was conducted in Italy to evaluate the effectiveness of our treatment and the best age to start a low-intensive TEACCH-oriented intervention. Twenty-eight children with autism were treated twice a week following the guidelines inspired by the TEACCH intervention. Developmental abilities were rated at baseline and after six and 12 months with the Psychoeducational Profile-Revised (PEP-R) scale. Developmental abilities significantly improved during the first 6 months with progressive amelioration throughout the 12-month follow-up period, particularly for children under 40 months of age. Specifically perception, motor skills, and cognition improved only in patients who begun the program before 60 months of age. This study shows that early low-intensive TEACCH habilitation is effective in improving developmental abilities in autism even after 6 months, particularly in patients at the very early stages of the disease. It is therefore crucial to begin the habilitation program in autism at the very early stage of the illness in order to maximize the effectiveness of the treatment.

Psychometrics and utility of Psycho-Educational Profile–Revised as a developmental quotient measure among children with the dual disability of intellectual disability and autism

There is no agreement about the measure to quantify the intellectual/developmental level in children with the dual disability of intellectual disability and autism. Therefore, we studied the psychometric properties and utility of Psycho-Educational Profile-Revised (PEP-R) as a developmental test in this population. We identified 116 children with dual disability from the day care and inpatient database of a specialised Autism Clinic. Scale and domain level scores of PEP-R were collected and analyzed. We examined the internal consistency, domain-total correlation of PEP-R and concurrent validity of PEP-R against Gesell's Developmental Schedule, inter-rater and test-retest reliability and utility of PEP-R among children with dual disability in different ages, functional level and severity of autism. Besides the adequate face and content validity, PEP-R demonstrates a good internal consistency (Cronbach's α ranging from 0.91 to 0.93) and domain-total correlation (ranging from 0.75 to 0.90). The inter-rater reliability (intraclass correlation coefficient, ICC = 0.96) and test-retest reliability (ICC = 0.87) for PEP-R is good. There is moderate-to-high concurrent validity with GDS (r ranging from 0.61 to 0.82; all Ps = 0.001). The utility of PEP-R as a developmental measure was good with infants, toddlers, pre-school and primary school children. The ability of PEP-R to measure the developmental age was good, irrespective of the severity of autism but was better with high-functioning children. The PEP-R as an intellectual/developmental test has strong psychometric properties in children with dual disability. It could be used in children with different age groups and severity of autism. PEP-R should be used with caution as a developmental test in children with dual disability who are low functioning.

AutismPro system in supporting treatment of children with autism in Poland

The efficacy of early intervention programs for children with autism has been emphasized in many studies. However, access for people with autism to professional services in Poland is very limited and the burden of supporting a child's development often falls on parents, especially in families with low socioeconomic status and families living far away from big cities. Using Internet resources in planning and delivering individualized intervention may be useful. This study examined the effects of a home program of intervention based on the AutismPro system with elements of consultative therapy. Ten families of children with a diagnosis of autism participated in the project; nine of them completed the 6-month program of intervention. Parents were taught to use the AutismPro system and implement the intervention techniques in a home setting. Modification of the intervention program to suit individual children's needs and evaluations of children's progress were performed during consultation meetings with therapists. The pre- and post-treatment measurement of child development was performed using the Psychoeducational Profile - Revised (PEP-R). Children involved in the study progressed in total PEP-R scores and on the PEP-R subtest of fine motor, gross motor, non-verbal and verbal cognitive skills and eye-hand integration. Parents expressed positive opinions on the program. The results suggest that an intervention which combines the use of the Internet support tool and professional consultations may provide benefits to the children with autism. There are, however, methodological limitations of the study to be taken into account when interpreting the results.

Effects of a dolphin interaction program on children with autism spectrum disorders – an exploratory research

BackgroundInteraction programs involving dolphins and patients with various pathologies or developmental disorders (e.g., cerebral palsy, intellectual impairment, autism, atopic dermatitis, post-traumatic stress disorder, depression) have stimulated interest in their beneficial effects and therapeutic potential. However, the true effects observed in different clinical and psycho-educational setups are still controversial.ResultsAn evaluation protocol consisting of the Childhood Autism Rating Scale (CARS), Psychoeducational Profile-Revised (PEP-R), Autism Treatment Evaluation Checklist (ATEC), Theory of Mind Tasks (ToM Tasks) and a custom-made Interaction Evaluation Grid (IEG) to evaluate behavioural complexity during in-pool interactions was applied to 10 children diagnosed with Autism Spectrum Disorders. The ATEC, ToM Tasks and CARS results show no benefits of the dolphin interaction program. Interestingly, the PEP-R suggests some statistically significant effects on ‘Overall development score’, as well as on their ‘Fine motor development’, ‘Cognitive performance’ and ‘Cognitive verbal development’. Also, a significant evolution in behavioural complexity was shown by the IEG.ConclusionsThis study does not support significant developmental progress resulting from the dolphin interaction program.

Predicting progress in Picture Exchange Communication System (PECS) use by children with autism

The Picture Exchange Communication System (PECS) is a widely used communication intervention for non-verbal children with autism spectrum disorder. Findings for the benefits of PECS have almost universally been positive, although there is very limited information about the characteristics of PECS users that determine the amount of progress that they are likely to make. To explore the utility of using children's developmental age to predict the subsequent degree of progress using PECS. In a retrospective study, 23 non-verbal 5- and 6-year-old children with autism spectrum disorder attending a special school were assessed to determine their highest level of PECS ability. They were then allocated to one of two groups depending on whether or not they had mastered PECS phase III. All participants had been assessed using the Psycho-Educational Profile-Revised (PEP-R) on entry to the school and before being introduced to PECS. Total developmental age scores were examined to determine whether they accurately predicted membership of the two PECS ability groups. All the 16 children who had mastered PECS phase III had total developmental age scores of 16 months or above, whilst six of the seven children who had not progressed beyond phase III scored below 16 months--the other child had a score of 16 months. The assessment of the developmental level of potential PECS users may provide valuable predictive information for speech-and-language therapists and other professionals in relation to the likely degree of progress and in setting realistic and achievable targets.

Leiter-R versus developmental quotient for estimating cognitive function in preschoolers with pervasive developmental disorders

The utility of the developmental quotient (DQ) obtained with the Psychoeducational Profile Revised (PEP-R) was assessed as a means of estimating cognitive ability in young children with pervasive developmental disorders. Data from the PEP-R were analysed in a sample of 44 children aged from 2.0 to 5.9 years (mean 3.46 ± 1), 13 with an autistic disorder and 31 with a pervasive developmental disorder not otherwise specified. DQ scores were compared with scores from the Leiter International Performance Scale Revised-Visualization and Reasoning Battery (Leiter-R) in the same 44 children. Overall and domain DQs on the PEP-R were significantly correlated with Leiter-R scores. This study suggests that DQ scores obtained from the PEP-R in preschool children with pervasive developmental disorders may be a viable alternative to the Leiter-R as an assessment tool.

Further Empirical Data on the Psychoeducational Profile-Revised (PEP-R): Reliability and Validation with the Vineland Adaptive Behavior Scales

The PEP-R (psychoeducational profile revised) is an instrument that has been used in many countries to assess abilities and formulate treatment programs for children with autism and related developmental disorders. To the end to provide further information on the PEP-R's psychometric properties, a large sample (N = 137) of children presenting Autistic Disorder symptoms under the age of 12 years, including low-functioning individuals, was examined. Results yielded data of interest especially in terms of: Cronbach's alpha, interrater reliability, and validation with the Vineland Adaptive Behavior Scales. These findings help complete the instrument's statistical description and augment its usefulness, not only in designing treatment programs for these individuals, but also as an instrument for verifying the efficacy of intervention.

Special Education Versus Inclusive Education: The Role of the TEACCH Program

Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value.

Brief Report: Use of DQ for Estimating Cognitive Ability in Young Children with Autism

The utility of Developmental Quotients (DQ) from the Psychoeducational Profile-Revised (PEP-R) to estimate cognitive ability in young children with autism was assessed. DQ scores were compared to scores from the Stanford-Binet Intelligence Scales-Fourth Edition (SB-FE) for 27 preschool students with autism. Overall and domain DQ's on the PEP-R were significantly correlated with SB-FE composite IQ and Verbal Reasoning scores. Additional analyses with rank scores from each instrument confirmed these results. Results indicate that DQ scores obtained by the PEP-R are reasonable estimates of cognitive ability in this sample as measured by the SB-FE. Some administration advantages suggest that the PEP-R may be a viable alternative to the SB-FE (for estimating cognitive skills) under some conditions.