Western Psychological Services Research Articles

International Adoption: A Review and Update.

1. Judith Kim Eckerle, MD*,† 2. Megan Marie Bresnahan, OTR/L† 3. Maria Kroupina, PhD, LP*,† 4. Dana Ernest Johnson, MD, PhD*,† 5. Cynthia Ruth Howard, MD, MPHTM*,† 1. *Department of Pediatrics, University of Minnesota, Minneapolis, MN 2. †MHealth Fairview University of Minnesota Masonic Children’s Hospital, Minneapolis, MN * Abbreviations: Ab : : antibody ACE : : adverse childhood experience CDC : : Centers for Disease Control and Prevention CXR : : chest radiography IA : : international adoptee TB : : tuberculosis 1. Key information for accurate assessment of the preadoption referral. 2. Determining immunization status and planning catch-up strategy. 3. Updated screening protocol for and treatment of latent tuberculosis infection. 4. Evaluation of developmental delays in the context of international adoption. 5. Screening for risk factors indicating the need for referral to child mental health and developmental specialists. After completing this article, readers should be able to: 1. Review the basic components of an adoption referral file and know when to consult an international adoption medicine expert. 2. Perform the initial medical assessment of a newly arrived international adoptee, including evaluation of the efficacy of previous immunizations and planning of catch-up immunization based on new recommendations. 3. Screen for tuberculosis and treat latent tuberculosis infection based on recent Centers for Disease Control and Prevention (CDC) guidelines. 4. Understand the multiple areas of a developmental baseline of adopted children and assess for catch-up needs. 5. Identify the child with multiple risk factors and/or parental or family stressors who needs a referral to an adoption-competent mental health specialist. Although interest in intercountry adoption continues to be high, the numbers of international adoptions have changed dramatically since the peak in 2004 when 45,483 international adoptees (IAs) were placed in families worldwide. By 2017, the number dropped 79% to 9,387. In the United …

Educational and Diagnostic Classification of Autism Spectrum Disorder and Associated Characteristics.

Research continues to highlight discrepancies between clinical diagnoses of Autism Spectrum Disorder (ASD) and determination of special education eligibility for services within school settings. However, limited research has been conducted on the impact of those discrepancies for the identification of appropriate services within schools. The aim of the current study is to examine students' characteristics (e.g., language, social emotional) associated with educational eligibility and clinical diagnoses. More specifically, the study examines characteristics differentially associated with ASD diagnoses to inform targeted evidence-based interventions. The study accessed data from a four-year cluster-randomized trial of 283 students with and without reported ASD diagnosis. The results of the study demonstrate that the educational eligibility of Autism did not differentiate between students with and without autism on any of the measured characteristics including language, peer and social competence, academics, and aggressive behaviors. However, the Autism Diagnostic Observation Schedule, second edition (ADOS-2; Lord et al. in Autism diagnostic observation schedule. Western Psychological Services, Torrance, CA, 2012) classification was a more sensitive diagnostic measure for characteristics associated with autism. Implications for research, practitioners, and schools are discussed.

COVID-19 and Autism Research: Perspectives from Around the Globe.

COVID-19 and Autism Research: Perspectives from Around the Globe.

The Adapted ADOS: A New Module Set for the Assessment of Minimally Verbal Adolescents and Adults.

Few measures are appropriate to assess autism symptoms in minimally verbal adolescents and adults. The Autism Diagnostic Observation Schedule, 2nd Edition (ADOS-2, Lord et al., in Autism diagnostic observation schedule-2nd edition (ADOS-2). Western Psychological Services, Los Angeles, 2012) Modules 1 and 2 were designed and validated with children whose spoken language ranges from few- to- no words to phrase speech. This study describes the development and initial validation of the Adapted-ADOS (A-ADOS), which includes tasks, materials and behavioral codes modified to be suitable for assessing older minimally verbal individuals. A-ADOS algorithms exhibit comparable sensitivity and improved specificity relative to ADOS-2 Modules 1 and 2. Although further validation is needed, the A-ADOS will facilitate research to further understanding of minimally verbal adults and symptom trajectories across the lifespan.

Informant Discrepancies in the Assessment of Adaptive Behavior of Children with Autism Spectrum Disorder.

This study examined informant discrepancies for parent and teacher adaptive behavior ratings of 103 children, ages 6-12 years, with ASD (without intellectual disability). Scores on the Adaptive Behavior Assessment System, third edition (Harrison and Oakland, Western Psychological Services, Los Angeles, 2015) General Adaptive Composite (GAC) and practical, social, and conceptual domains were examined for mean differences, level of agreement, and moderators of difference scores between informant groups. Teacher scores were significantly higher (indicating better functioning) than parents for the GAC and practical domain. Parent and teacher scores were moderately correlated and Bland-Altman plots and regression analyses revealed no systematic differences in parent-teacher agreement across the range of scores. None of the tested variables moderated the parent-teacher difference scores. Implications for clinical practice are discussed.

Validity and reliability of a 10-second foot-tap test in older adults

The purposes of this study were to: (1) compare differences in foot-tap speed between younger and older adults; (2) examine the relationship between foot-tap time and foot-activated reaction time (RT); and (3) assess test-retest reliability of the foot-tap test. Number of Subjects: 115 adults (F=70, M4=5) were recruited from local schools and churches; the sample included 72 young adults (18-64 yo) and 43 older adults (65-92 yo). Subjects with known cognitive, visual, or lower extremity motor deficits were excluded. Methods: After signing an informed consent, subjects were seated at a table where they performed a computerized reaction time test by depressing a foot pedal when a stoplight changed colour. SRTs for 5 trials were averaged for each foot. Subjects then performed the foot-tap test using an electronic tapping device (Western Psychological Services, Los Angeles, CA) which recorded the number of foot taps performed during a 10-sec interval. The subjects’ dominant foot was tested first, followed by a test of the non-dominant foot, and a repeat test of the dominant foot (to assess reliability). A 1-min rest was provided between tests. An independent t-test compared the mean number of foot-taps (on each foot) between age groups, and a paired t-test compared the number of foot-taps between subjects’ dominant and non-dominant feet. A Pearson correlation coefficient was used to analyze the relationship between SRT and number of foot-taps, and an intraclass correlation coefficient (ICC3,1) and Limits of Agreement (LOA) graph were used to assess test-retest reliability. All data were analyzed at the .05 alpha level using SPSS 23 statistical software. Results: The mean number of foot taps differed significantly (p≤.001) between age groups with younger subjects averaging 41.45 (±10.91) taps with the dominant foot and 40.65 (±11.44) taps with the non-dominant foot. Older subjects averaged 28.29 (±10.21) taps with the dominant foot and 26.81 (±11.20) with the non-dominant foot. A mean difference of ≈ 3 taps was found between the dominant and non-dominant feet across all subjects (t=4.616, p≤.001). A moderate, inverse correlation (r=-.451,p=.001) was found between SRT and number of foot taps on the dominant foot. A significant correlation was found between the 2 foot-tap tests performed with the dominant foot (ICC=.793, p≤.001). Conclusions: Younger adults averaged 13 to 14 more foot-taps during the 10-sec test than older adults. Additionally, all subjects demonstrated slightly more foot taps using their dominant foot. Faster reaction times were moderately associated with a higher number of foot taps, and test-retest reliability of the foot-tap test was acceptable. Clinical Relevance: This study demonstrates the moderate effect that normal aging has on foot-tap speed and provides normal values that clinicians may use as a reference when testing individuals with various neurological pathologies. However, the moderate correlation found between reaction time and foot taps suggests that these tests do not necessarily measure the same psychomotor attribute.

Measuring Student’s Adjustment to University: A Study at Nong Lam University, Viet Nam

This study armed to assess the degree of adjustaptability of freshmen to the university environment. Quantitative approach was employed. Data were collected by using survey method from a random sample of 801 first-year students studying at Nong Lam University. The results of this study showed that the first-year students had a moderate level of adjustment despite some difficulties.
 Keywords
 First-year student, adjustment, university, school environment
 References
 V. Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition., Chicago: The University of Chicago Press, 1987. [2] Christie, N. G. & Dinham, S. M., “Institutional and External Influences on Social Integration in the Freshman Year,” Journal of Higher Education, tập 62, số 4, pp. 412-436, 1991. [3] Credé, M. & Niehorster, S., “Adjustment to College as Measured by the Student Adaptation to College Questionnaire: A Quantitative Review of its Structure and Relationships with Correlates and Consequences,” Educational Psychology Review, tập 24, pp. 133-165, 2012. [4] W. Spady, “Dropouts from higher education: An interdisciplinary review and synthesis,” Interchange, tập 1, pp. 64-65, 1970. [5] Bryant, B., & Trower, P. E, “Social difficulty in a student sample,” British Journal of Educational Psychology, tập 44, pp. 13-21, 1974. [6] Martin, W. E., Swartz-Kulstad, J. L. and Madson, M. , “ Psychosocial Factors That Predict the College Adjustment of First-Year Undergraduate Students: Implications for College Counselors,” Journal of College Counseling, tập 2, p. 121–133, 1999. [7] Wintre, M.G., & Yaffe, M, “First-year Students’ Adjustment to University Life as a Function of Relationships with Parents,” Journal of Adolescent Research, tập 15, pp. 9-37, 2000. [8] Baker, R. W., & Siryk B, SACQ: Student adaptation to college questionnaire manual (2nd. ed.), Los Angeles: Western Psychological Services, 1999. [9] Hoàng Trọng - Chu Nguyễn Mộng Ngọc, Phân tích dữ liệu nghiên cứu với SPSS, Tp. Hồ Chí Minh: Nhà xuất bản Thống kê, 2005. [10] Abdullah M. C., Elias H., Uli J., Mahyuddin R., “Relationship between Coping and University Adjustment and Academic Achievement amongst First Year Undergraduates in a Malaysian Public University,” International Journal of Arts and Sciences, tập 3(11), pp. 379 - 392, 2010. [11] Pascarella, E. T., & Terenzini, P, “ Predicting freshman persistence and voluntary dropout decisions from a theoretical model,” Journal of Higher Education, tập 51, số 1, pp. 60-75, 1980. [12] Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S., “Emotional intelligence and academic success: Examining the transition from high school to university,” Personality and Individual Differences, tập 36, p. 163–172, 2004. [13] V. Tinto, Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.), Chicago: University of Chicago Press, 1993. [14] A. C. Jones, “ The effects of out-of-class support on student satisfaction and motivation to learn,” Communication Education, tập 57, số 4, pp. 373-388, 2008.

Using a Polygraph System for Evaluation of the Social Desirability Response Bias in Self-Report Measures of Aggression.

Empirical evidence suggests that respondents systematically overreport socially desirable behaviors and systematically underreport socially undesirable behaviors. This "social desirability response bias (SDRB)" presents significant challenges for research that relies on self-report measures to assess behaviors that adhere to or violate social norms. The present study used a state-of-the-art polygraph system to examine SDRB in widely used aggression questionnaires, including the Buss-Perry Aggression Questionnaire-Short Form, the Indirect Aggression subscale of the Aggression Questionnaire by Western Psychological Services, and the Reactive-Proactive Questionnaire. Sixteen college students with no criminal record, no known prior history of aggressive behavior, and no reported drug abuse, responded to verbally administered forms of the instruments. Indirect aggression items produced the largest, statistically significant physiological response across the sampled channels. The magnitude of this response was negatively and significantly correlated with the self-report ratings of the frequency of such behaviors. The mean separation between physiological (skin conductance) and self-report responses for indirect aggression remained significant and consistent with correlational analyses when both types of responses were converted to the same scale and compared directly. Finally, the relative magnitude of skin conductance response for items assessing indirect aggression was significantly greater than the relative magnitude of skin conductance response for direct aggression. Overall, the study suggests that the use of automated state-of-the art polygraph systems may potentially identify sensitive items on self-report instruments where social responsibility response bias is possible. Implications for the use of this procedure with such instruments are discussed.

A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity

The goal of this study was to identify unique profiles of readers in a sample of 8-16year olds with higher functioning autism spectrum disorders (HFASD) and examine the profiles in relation to ASD symptom severity. Eighty-one students were assessed utilizing a comprehensive reading battery that included basic word reading, language, and comprehension. Using Latent Profile Analysis, four empirically distinct profiles of readers emerged. Next, using the Autism Diagnostic Observation Schedule, Second Edition (Lord et al., Autism diagnostic observation schedule, 2nd edn, Western Psychological Services, Torrance, CA, 2012), analyses were conducted to determine if significant differences existed between profiles as a result of ASD symptomatology. Findings demonstrate the heterogeneous nature of reading profiles in students with HFASD and significant differences between the reading profiles and ASD symptom severity.

PARENT-CHILD RELATIONSHIPS IN THE UNITED ARAB EMIRATES

Abstract:The family plays a crucial role throughout the child’s life, being responsible for raising him/her according to certain values, beliefs, attitudes, and behaviors accepted both in the family and respective society/culture. Specifically, parent-child relationship is proved to affect interpersonal skills and relationships, behaviors, academic achievement and professional, amongst others. Research shows that for a healthy, positive, and adaptive development, a close, warm, supportive, and accepting parent-child relationship should have place. In this research, it was aimed to analyze parent–child relationships in a very specific and idiosyncratic context that has been under lots of recent economic, social, cultural, and, we assume, familiar changes and that has been understudied: United Arab Emirates. Concretely, we explored Emirati parents’ perceptions on seven main dimensions of parent–child relationships: parental support and satisfaction, involvement, communication, limiting setting, autonomy and role orientation. The participants were 122 Emirati parents, mostly mothers (73.8%) and married (96.3%), with ages between 21 and 63 years old (M=35.98, SD= 9.172), and with different levels of education (50% of the parents have a bachelor degree). The instrument used was the Parent-Child Relationship Inventory (PCRI), a standardized instrument published by the Western Psychological Services that integrates 78 items with a 4-point agreement Likert scale, divided by the dimensions previously presented plus a validity indicator (social desirability). All the questionnaires were individually administered, and descriptive and correlational analyses were performed to understand Emirati parents’ attitudes towards their children and explore how the PCRI dimensions interrelate. Overall, Emirati parents perceive themselves as satisfied, involved and communicative with their children, meanwhile they face some difficulties in establishing limits and promoting autonomy, and tend to accept and apply within their families traditional gender roles. The dimensions of the PCRI exhibit a global pattern of positive and moderate intercorrelation, consistent with the theoretical background of this instrument.Keywords: Parent-Child relationship; United Arab Emirates; Parent-Child Relationship Inventory (PCRI).Resumen:RELACIONES PADRE-HIJO EN LOS EMIRATOS ÁRABES UNIDOS (EAU)La familia juega un papel fundamental en la vida del niño, siendo responsable por criarlo conforme valores, creencias, actitudes y comportamientos aceptados en la familia y sociedad. La relación padres-hijos afecta las habilidades interpersonales y relaciones, comportamientos, rendimiento académico y profesional. Estudios muestran que, para un desarrollo saludable, positivo y adaptativo, es necesario una relación cerca, cálida, de apoyo y aceptación. Esta investigación analizó las relaciones entre padres y hijos en un contexto muy peculiar tras muchos cambios economicos, sociales, culturales y familiares, que han sido poco estudiadas: los EAU. En concreto, hemos explorado las percepciones de los padres en siete dimensiones de las relaciones entre padres e hijos: apoyo y satisfacción de los padres, participación, comunicación, establecimiento de límites, autonomía y orientación del rol parental. Fueron inquiridos 122 personas, en su mayoría madres (73,8%), casados (96,3%), con edades entre 21 y 63 años (M=35.98, SD=9,172), y con diferentes niveles de educación (50% de los padres tienen un título de grado). Se utilizó el Parent-Child Relationship Inventory (PCRI), un instrumento estandarizado publicado por Western Psychological Services que integra 78 items con una escala de acuerdo Likert de 4 puntos, entre las dimensiones anteriormente presentadas, además de un indicador de validez (deseabilidad social). Todos los cuestionarios fueron administrados individualmente, y análisis descriptivas y de correlación se realizaron para comprender las actitudes de los padres a sus hijos y explorar cómo las dimensiones del PCRI se interrelacionan. En general, los padres se perciben como satisfechos, participativos y comunicativos con sus hijos, mientras enfrentan algunas dificultades en el establecimiento de límites y la promoción de autonomía, y tienden a aceptar y aplicar dentro de sus familias los roles de género tradicionales. Las dimensiones del PCRI exhiben un patrón global de intercorrelación positiva y moderada, en consonancia con el marco teórico de este instrumento.Palabras claves: Relaciones padre-hijo; Emiratos Árabes Unidos (EAU); Parent-Child Relationship Inventory (PCRI).

Operationalisation of the European Protocol for Autism Prevalence (EPAP) for Autism Spectrum Disorder Prevalence Measurement in Ireland.

The European Autism Information System project highlighted the lack of systematic and reliable data relating to the prevalence of autism spectrum disorders in Europe. A protocol for the study of ASD prevalence at European level was developed to facilitate a common format for screening and diagnosing children across the EU. This is the first study to operationalise and screen national school children for ASDs using this protocol. National school children 6-11years (N=7951) were screened males 54% (N=4268) females 46% (N=3683). Screening children for ASD implementing the EAIS protocol using the Social Communication Questionnaire (Rutter et al. in Social Communication Questionnaire (SCQ). Western Psychological Services, Los Angeles, ) as a first level screening instrument in a non-clinical setting of Irish national schools was demonstrated.

Comparing the psychological characteristics of un-apprehended firesetters and non-firesetters living in the UK

ABSTRACTDeliberate firesetting research predominantly focuses on apprehended populations. In contrast, this paper focuses on the prevalence and characteristics of un-apprehended firesetters living in the UK. Social media was utilized to recruit 232 participants for an online questionnaire. Two hundred and twenty-five people answered a question relating to deliberate firesetting. Forty participants (17.78%) indicated that they had ignited a deliberate fire and were classified as un-apprehended firesetters. Firesetting was most common in childhood and adolescence. Relative to non-firesetters, un-apprehended deliberate firesetters were more likely to report; a diagnoses of a psychiatric illness, a diagnosis of a behavioural problem, having been suspended from school, a history of suicide attempts, experimenting with fire before the age of 10 years old, and having a family member who also ignited a deliberate fire. Un-apprehended firesetters also scored significantly higher compared to non-firesetters on the Fire Setting Scale and the Fire Proclivity Scale [Gannon, T. A., & Barrowcliffe, E. R. (2012). Firesetting in the general population: The development and validation of the Fire Setting and Fire Proclivity Scales. Legal and Criminological Psychology, 17(1), 105–122], the Fire Interest Rating Scale [Murphy, G. H., & Clare, I. C. H. (1996). Analysis of motivation in people with mild learning disabilities (mental handicap) who set fires. Psychology, Crime & Law, 2(3), 153–164], the Novaco Anger Scale and Provocation Inventory [Novaco, R. W. (2003). The Novaco Anger Scale and Provocation Inventory: NAS-PI. Los Angeles, CA: Western Psychological Services], the Boredom Proneness Scale – Short Form [Vodanovich, S. J., Wallace, J. C., & Kass, S. J. (2005). A confirmatory approach to the factor structure of the Boredom Proneness Scale: Evidence for a two-factor short form. Journal of Personality Assessment, 85(3), 295–303], and the Measure of Criminal Attitudes and Associates Scale [Mills, J. F., & Kroner, D. G. (1999). Measures of criminal attitudes and associates: User guide. Unpublished instrument and user guide].

Social communication deficits: Specific associations with Social Anxiety Disorder

BackgroundSocial communication deficits are prevalent amongst children with anxiety disorders; however whether they are over-represented specifically among children with Social Anxiety Disorder has not been examined. This study set out to examine social communication deficits among children with Social Anxiety Disorder in comparison to children with other forms of anxiety disorder. MethodsParents of 404 children with a diagnosed anxiety disorder completed the Social Communication Questionnaire (SCQ; Rutter, M., Bailey, A., Lord, C., 2003. The Social Communication Questionnaire – Manual. Western Psychological Services, Los Angeles, CA). Children with a diagnosis of Social Anxiety Disorder (n=262) and anxious children without Social Anxiety Disorder (n=142) were compared on SCQ total and subscale scores and the frequency of participants scoring above clinical cut-offs. ResultsChildren with Social Anxiety Disorder scored significantly higher than anxious children without Social Anxiety Disorder on the SCQ total (t(352)=4.85, p<.001, d=.55, r=.27), Reciprocal Social Interaction (t(351)=4.73, p<.001, d=.55, r=.27), communication (t(344)=3.62, p<.001, d=.43, r=.21) and repetitive, restrictive and stereotyped behaviors subscales (t(353)=3.15, p=.002, d=.37, r=.18). Furthermore, children with Social Anxiety Disorder were three times more likely to score above clinical cut-offs. LimitationsThe participants were a relatively affluent group of predominantly non-minority status. The social communication difficulties measure relied on parental report which could be influenced by extraneous factors. ConclusionsTreatments for Social Anxiety Disorder may benefit from a specific focus on developing social communication skills. Future research using objective assessments of underlying social communication skills is required.

Assessment of Pretend Play in Prader–Willi Syndrome: A Direct Comparison to Autism Spectrum Disorder

Children with Prader-Willi syndrome (PWS) are at risk for autism spectrum disorder (ASD), including pervasive social deficits. While play impairments in ASD are well documented, play abilities in PWS have not been evaluated. Fourteen children with PWS and ten children with ASD were administered the Autism Diagnostic Observation Schedule (ADOS) (Lord et al. in Autism Diagnostic Observation Schedule manual. Western Psychological Services, Los Angeles, 2006) as part of a larger project. A modified Affect in Play Scale (APS; Russ in Play in child development and psychotherapy: toward empirically supported practice. Lawrence Erlbaum Associates Publishers, Mahwah, 2004; Pretend play in childhood: foundation of adult creativity. APA Books, Washington, 2014) was used to score ADOS play activities. Results indicate both groups scored below normative data on measures of imagination, organization, and affective expression during individual play. In addition, the inclusion of a play partner in both groups increased all scaled scores on the APS. These findings suggest children with PWS show impaired pretend play abilities similar to ASD. Further research is warranted and should focus on constructing and validating programs aimed at improving symbolic and functional play abilities within these populations.

Using the Autism Detection in Early Childhood (ADEC) and Childhood Autism Rating Scales (CARS) to Predict Long Term Outcomes in Children with Autism Spectrum Disorders

This study evaluated the predictive validity of the Autism Detection in Early Childhood (ADEC; Young, Autism detection in early childhood: ADEC. Australian Council of Educational Research, Camberwell, VIC 2007) and a well-established screening tool, the Childhood Autism Rating Scale (CARS; Schopler et al. The childhood autism rating scale (CARS). Western Psychological Services, Los Angeles 1988), for long term outcomes of children with ASD engaged in an early intervention program. Participants were 55 children (44 male, 11 female) aged 19–42 months (M = 33.5, SD = 5.6) at initial assessment who were followed up 2 and 6 years after their initial assessment. The ADEC and the CARS performed similarly when predicting long term outcomes such as clinical diagnostic outcome and overall adaptive functioning level. However, only the ADEC score was significantly correlated with ASD symptom severity at the 6-year follow up. Although these findings need to be replicated with additional and larger samples, this study extends our understanding of the psychometric properties of both the ADEC and the CARS.

How to Use the ADI-R for Classifying Autism Spectrum Disorders? Psychometric Properties of Criteria from the Literature in 1,204 Dutch Children

The algorithm of the Autism Diagnostic Interview-Revised provides criteria for autism versus non-autism according to DSM-IV. Criteria for the broader autism spectrum disorders are needed. This study investigated the validity of seven sets of criteria from the literature, in 1,204 Dutch children (aged 3-18years) with and without mental retardation. The original criteria (Rutter et al. in ADI-R Autism Diagnostic Interview Revised. Manual. Western Psychological Services, Los Angeles, 2003) well discriminated ASD from non-ASD in MR. All other criteria (IMGSAC in Am Soc Hum Genet 69:570-581 2001; Sung et al. in Am J Hum Genet 76: 68-81, 2005; Risi et al. in J Am Acad Child Adolesc Psychiatry 45: 1094-1103, 2006) were sensitive at the cost of specificity, bearing the risk of overinclusiveness. In the group without MR, clinicians should decide whether sensitivity or specificity is aimed for, to choose the appropriate criteria. Including the Autism Diagnostic Observation Schedule revised algorithms in the classification, the specificity increases, at the cost of sensitivity. This study adds to a more valid judgment on which criteria to use for specific objectives.

Investigating the Clinical Usefulness of the Social Responsiveness Scale (SRS) in a Tertiary Level, Autism Spectrum Disorder Specific Assessment Clinic

The Social Responsiveness Scale (SRS; Constantino and Gruber in Social Responsiveness Scale (SRS). Western Psychological Services, Los Angeles, 2005) is a commonly used screening tool for identifying children with possible autism spectrum disorder (ASD). This study investigated the relationship between SRS scores and eventual diagnostic outcome for children referred to a tertiary level, autism specific assessment service. Forty eight children (mean age=8.10; 92% male) underwent a comprehensive ASD assessment. Parent and teacher SRS scores were subsequently compared with diagnostic outcome. Sensitivity was high (91% for parent report; 84% for teacher report), however specificity was much lower (8% for parent report; 41% for teacher report). Results demonstrate a need for caution when interpreting SRS results based on current cut-off scores, particularly in children with previously identified social developmental problems.

New Autism Diagnostic Interview-Revised Algorithms for Toddlers and Young Preschoolers from 12 to 47 Months of Age

Autism Diagnostic Interview-Revised (Rutter et al. in Autism diagnostic interview-revised. Western Psychological Services, Los Angeles, 2003) diagnostic algorithms specific to toddlers and young preschoolers were created using 829 assessments of children aged from 12 to 47months with ASD, nonspectrum disorders, and typical development. The participants were divided into three more homogeneous groups by language level and age. Items that best differentiated the diagnostic groups were selected and arranged into domains based on multifactor item-response analyses. Using the new algorithms for toddlers and preschool children, we were able to improve sensitivity and specificity compared to the previously developed algorithm.

Testing autism interventions: trials and tribulations

In The Lancet today, Jonathan Green and colleagues 1 Green J Charman T McConachie H et al. the PACT ConsortiumParent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trial. Lancet. 2010; (published online May 21.)https://doi.org/10.1016/S0140-6736(10)60587-9 Summary Full Text Full Text PDF Scopus (478) Google Scholar report results from a multisite randomised trial in children with autism. The investigators compared a parent-training technique that targeted enhancement of the child's social-communication skills (two of the three core deficits in autism) with treatment as usual. The primary outcome was the social-communication score from the Autism Diagnostic Observation Schedule (ADOS), 2 Lord C Rutter M DiLavore PC Risi S Autism Diagnostic Observation Schedule (ADOS). Western Psychological Services, Los Angeles, CA1999 Google Scholar a widely used diagnostic tool. Secondary outcomes included parent–child interaction, child language, social communication, and measures of adaptive functioning. Parent-mediated communication-focused treatment in children with autism (PACT): a randomised controlled trialOn the basis of our findings, we cannot recommend the addition of the PACT intervention to treatment as usual for the reduction of autism symptoms; however, a clear benefit was noted for parent-child dyadic social communication. Full-Text PDF Open AccessDepartment of ErrorSpence SJ, Thurm A. Testing autism interventions: trials and tribulations. Lancet 2010; 375: 2124–25—In this Comment (June 19), the affiliation for both authors should have been: “Pediatrics and Developmental Neuroscience Branch, Intramural Research Program of the National Institute of Mental Health, National Institutes of Health, Bethesda, MD 20892, USA”. This correction has been made to the online version as of Dec 3, 2010. Full-Text PDF

HLA-DR4 as a Risk Allele for Autism Acting in Mothers of Probands Possibly During Pregnancy

To test whether HLA-DR4 acts in the mother, possibly during pregnancy, to contribute to the phenotype of autistic disorder in her fetus. Transmission disequilibrium testing in case mothers and maternal grandparents. Previous studies have consistently shown increased frequency of HLA-DR4 in probands with autism and their mothers, but not their fathers. However, this has been documented only in case-control studies and not by a more direct study design to determine whether HLA-DR4 acts in mothers during pregnancy to contribute to autism in their affected offspring. We genotyped for HLA-DR alleles in members of 31 families with parents and maternal grandparents. Probands with autism were tested using the Autism Diagnostic Observation Schedule-Western Psychological Services and Autism Diagnostic Interview, Revised. There was 80% power to detect an odds ratio of 3.6. Participants were all families from New Jersey and were similar in number to earlier studies of autism and HLA-DR4. Analysis was by standard transmission disequilibrium testing. As a secondary test we examined the possibility of maternal imprinting. Significant transmission disequilibrium for HLA-DR4 was seen (odds ratio, 4.67; 95% confidence interval, 1.34-16.24; P = .008) for transmissions from maternal grandparents to mothers of probands, supporting a role for HLA-DR4 as an autism risk factor acting in mothers during pregnancy. Transmission disequilibrium was not seen for HLA-DR4 transmissions from parents to probands or from mothers to probands. The HLA-DR4 gene may act in mothers of children with autism during pregnancy to contribute to autism in their offspring. Further studies are required to confirm these findings.