Intellectual, Adaptive, and Behavioral Functioning Associated with Designated Levels of Support in a Sample of Autistic Children Referred for Tertiary Assessment.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Lauren Gardner, Callie Gilchrest, Jonathan M Campbell
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引用次数: 0

Abstract

The diagnostic criteria for autism spectrum disorder in the DSM-5-TR features the option to designate levels of support for social communication (SC) and restricted, repetitive behaviors (RRB). These levels are conceptual in nature, but research indicates standardized assessment outcomes correspond with clinician-assigned levels of support. The purpose of the present study was to identify factors that influence designated levels of support for SC and RRBs when diagnosing autism. Standardized assessment scores across intellectual functioning, adaptive skills, and ASD symptomology were analyzed to determine corresponding levels of support in SC and RRBs assigned by clinicians for 136 autistic children following a comprehensive diagnostic evaluation. At diagnosis, approximately 46% of participants were described as needing substantial support (Level 2) for SC and 49% were described as needing substantial support (Level 2) for RRB. There was a consistent pattern of higher to lower intellectual and adaptive functioning needing Level 1-Level 3 support. Autism assessment results followed a gradient of fewer to greater autism symptoms from Level 1 to Level 3 support. Findings indicated clinician-assigned levels of support for SC and RRB were associated with intellectual functioning, adaptive functioning, autism symptomology, and age, but not sex.

转诊接受三级评估的自闭症儿童样本中与指定支持水平相关的智力、适应性和行为功能。
DSM-5-TR中自闭症谱系障碍的诊断标准具有指定社交交流(SC)和限制性重复行为(RRB)支持水平的选项。这些级别本质上是概念性的,但研究表明,标准化的评估结果与临床医生指定的支持级别相对应。本研究的目的是确定在诊断自闭症时影响SC和RRB指定支持水平的因素。分析了智力功能、适应技能和ASD症状的标准化评估分数,以确定临床医生在综合诊断评估后为136名自闭症儿童分配的SC和RRB的相应支持水平。在诊断时,约46%的参与者被描述为SC需要大量支持(2级),49%的参与者被称为RRB需要大量支持。智力和适应性功能从高到低的一贯模式需要1级到3级的支持。自闭症评估结果遵循从1级到3级支持的自闭症症状从少到大的梯度。研究结果表明,临床医生指定的SC和RRB支持水平与智力功能、适应功能、自闭症症状和年龄有关,但与性别无关。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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