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Replication study of ADOS-2 Toddler Module cut-off scores for autism spectrum disorder classification / J. S. HONG in Autism Research, 14-6 (June 2021)
[article]
Titre : Replication study of ADOS-2 Toddler Module cut-off scores for autism spectrum disorder classification Type de document : Texte imprimé et/ou numérique Auteurs : J. S. HONG, Auteur ; V. SINGH, Auteur ; L. KALB, Auteur ; A. ASHKAR, Auteur ; R. LANDA, Auteur Article en page(s) : p.1284-1295 Langues : Anglais (eng) Mots-clés : Algorithms Autism Spectrum Disorder/diagnosis Autistic Disorder Child, Preschool Humans Infant ROC Curve Sensitivity and Specificity autism spectrum disorder classification diagnosis validity Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) has been regarded as the gold standard assessment of autism spectrum disorder (ASD). While clinical validity of ADOS-2 Modules 1-4 have been extensively studied, there has been very limited research examining the clinical validity of ADOS-2 Toddler Module. The goal of this study was to examine alignment of the ADOS-2 Toddler Module classification with clinicians' determination of ASD, with assessing cut-off scores for diagnosing ASD in toddlers. A total of 412 toddlers ages 12-30?months who received ADOS-2 Toddler Module as well as a best estimate clinical (BEC) diagnosis, were included in this study. ADOS-2 Toddler Module cut-off scores were determined using the appropriate algorithms (Algorithm 1 for toddlers aged 12-20?months and those aged 21-30?months with <5 words, Algorithm 2 for toddlers aged 21-30?months with 5 words or more). Receiver operating characteristic (ROC) curves were used to assess cut-off scores that optimized sensitivity and specificity when compared against BEC diagnosis. The selected cut-off scores were examined using frequency tables to compare ADOS-2 classification against BEC diagnosis. For Algorithm 1, classification statistics were optimized at the cut-off score of 12 with an area under the curve (AUC) of 0.92. For Algorithm 2, classification statistics were optimized at the cut-off score of 10 with an AUC of 0.96. The ADOS-2 Toddler Module classification is strongly aligned with BEC diagnosis. The optimal cut-off scores identified in the current study reflect the same results configured by the prior study. LAY SUMMARY: ADOS-2 Toddler Module has been widely used for the ASD assessment, but there have been limited research on its clinical validity. This study is the first replication of the ADOS-2 Toddler Module with a large independent sample. We examined alignment of the ADOS-2 Toddler Module classification with clinicians' determination of ASD, with assessing cut-off scores, and confirmed the clinical validity of ADOS-2 Toddler Module. Cut-off scores of ADOS-2 Toddler Module cited in the manual yielded best clinical utility for diagnosing ASD in toddlers. En ligne : http://dx.doi.org/10.1002/aur.2496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-6 (June 2021) . - p.1284-1295[article] Replication study of ADOS-2 Toddler Module cut-off scores for autism spectrum disorder classification [Texte imprimé et/ou numérique] / J. S. HONG, Auteur ; V. SINGH, Auteur ; L. KALB, Auteur ; A. ASHKAR, Auteur ; R. LANDA, Auteur . - p.1284-1295.
Langues : Anglais (eng)
in Autism Research > 14-6 (June 2021) . - p.1284-1295
Mots-clés : Algorithms Autism Spectrum Disorder/diagnosis Autistic Disorder Child, Preschool Humans Infant ROC Curve Sensitivity and Specificity autism spectrum disorder classification diagnosis validity Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) has been regarded as the gold standard assessment of autism spectrum disorder (ASD). While clinical validity of ADOS-2 Modules 1-4 have been extensively studied, there has been very limited research examining the clinical validity of ADOS-2 Toddler Module. The goal of this study was to examine alignment of the ADOS-2 Toddler Module classification with clinicians' determination of ASD, with assessing cut-off scores for diagnosing ASD in toddlers. A total of 412 toddlers ages 12-30?months who received ADOS-2 Toddler Module as well as a best estimate clinical (BEC) diagnosis, were included in this study. ADOS-2 Toddler Module cut-off scores were determined using the appropriate algorithms (Algorithm 1 for toddlers aged 12-20?months and those aged 21-30?months with <5 words, Algorithm 2 for toddlers aged 21-30?months with 5 words or more). Receiver operating characteristic (ROC) curves were used to assess cut-off scores that optimized sensitivity and specificity when compared against BEC diagnosis. The selected cut-off scores were examined using frequency tables to compare ADOS-2 classification against BEC diagnosis. For Algorithm 1, classification statistics were optimized at the cut-off score of 12 with an area under the curve (AUC) of 0.92. For Algorithm 2, classification statistics were optimized at the cut-off score of 10 with an AUC of 0.96. The ADOS-2 Toddler Module classification is strongly aligned with BEC diagnosis. The optimal cut-off scores identified in the current study reflect the same results configured by the prior study. LAY SUMMARY: ADOS-2 Toddler Module has been widely used for the ASD assessment, but there have been limited research on its clinical validity. This study is the first replication of the ADOS-2 Toddler Module with a large independent sample. We examined alignment of the ADOS-2 Toddler Module classification with clinicians' determination of ASD, with assessing cut-off scores, and confirmed the clinical validity of ADOS-2 Toddler Module. Cut-off scores of ADOS-2 Toddler Module cited in the manual yielded best clinical utility for diagnosing ASD in toddlers. En ligne : http://dx.doi.org/10.1002/aur.2496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Replicative genetic association study between functional polymorphisms in AVPR1A and social behavior scales of autism spectrum disorder in the Korean population / S. Y. YANG in Molecular Autism, 8 (2017)
[article]
Titre : Replicative genetic association study between functional polymorphisms in AVPR1A and social behavior scales of autism spectrum disorder in the Korean population Type de document : Texte imprimé et/ou numérique Auteurs : S. Y. YANG, Auteur ; S. A. KIM, Auteur ; G. M. HUR, Auteur ; M. PARK, Auteur ; J. E. PARK, Auteur ; H. J. YOO, Auteur Article en page(s) : 44p. Langues : Anglais (eng) Mots-clés : Arginine vasopressin receptor 1A (AVPR1A) Association Autism spectrum disorder Microsatellite Promoter Single nucleotide polymorphism Index. décimale : PER Périodiques Résumé : BACKGROUND: Arginine vasopressin has been shown to affect social and emotional behaviors, which is mediated by the arginine vasopressin receptor (AVPR1A). Genetic polymorphisms in the AVPR1A promoter region have been identified to be associated with susceptibility to social deficits in autism spectrum disorder (ASD). We hypothesize that alleles of polymorphisms in the promoter region of AVPR1A may differentially interact with certain transcriptional factors, which in turn affect quantitative traits, such as sociality, in children with autism. METHODS: We performed an association study between ASD and polymorphisms in the AVPR1A promoter region in the Korean population using a family-based association test (FBAT). We evaluated the correlation between genotypes and the quantitative traits that are related to sociality in children with autism. We also performed a promoter assay in T98G cells and evaluated the binding affinities of transcription factors to alleles of rs7294536. RESULTS: The polymorphisms-RS1, RS3, rs7294536, and rs10877969-were analyzed. Under the dominant model, RS1-310, the shorter allele, was preferentially transmitted. The FBAT showed that the rs7294536 A allele was also preferentially transmitted in an additive and dominant model under the bi-allelic mode. When quantitative traits were used in the FBAT, rs7294536 and rs10877969 were statistically significant in all genotype models and modes. Luciferase and electrophoretic mobility-shift assays suggest that the rs7294536 A/G allele results in a Nf-kappaB binding site that exhibits differential binding affinities depending on the allele. CONCLUSION: These results demonstrate that polymorphisms in the AVPR1A promoter region might be involved in pathophysiology of ASD and in functional regulation of the expression of AVPR1A. En ligne : http://dx.doi.org/10.1186/s13229-017-0161-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331
in Molecular Autism > 8 (2017) . - 44p.[article] Replicative genetic association study between functional polymorphisms in AVPR1A and social behavior scales of autism spectrum disorder in the Korean population [Texte imprimé et/ou numérique] / S. Y. YANG, Auteur ; S. A. KIM, Auteur ; G. M. HUR, Auteur ; M. PARK, Auteur ; J. E. PARK, Auteur ; H. J. YOO, Auteur . - 44p.
Langues : Anglais (eng)
in Molecular Autism > 8 (2017) . - 44p.
Mots-clés : Arginine vasopressin receptor 1A (AVPR1A) Association Autism spectrum disorder Microsatellite Promoter Single nucleotide polymorphism Index. décimale : PER Périodiques Résumé : BACKGROUND: Arginine vasopressin has been shown to affect social and emotional behaviors, which is mediated by the arginine vasopressin receptor (AVPR1A). Genetic polymorphisms in the AVPR1A promoter region have been identified to be associated with susceptibility to social deficits in autism spectrum disorder (ASD). We hypothesize that alleles of polymorphisms in the promoter region of AVPR1A may differentially interact with certain transcriptional factors, which in turn affect quantitative traits, such as sociality, in children with autism. METHODS: We performed an association study between ASD and polymorphisms in the AVPR1A promoter region in the Korean population using a family-based association test (FBAT). We evaluated the correlation between genotypes and the quantitative traits that are related to sociality in children with autism. We also performed a promoter assay in T98G cells and evaluated the binding affinities of transcription factors to alleles of rs7294536. RESULTS: The polymorphisms-RS1, RS3, rs7294536, and rs10877969-were analyzed. Under the dominant model, RS1-310, the shorter allele, was preferentially transmitted. The FBAT showed that the rs7294536 A allele was also preferentially transmitted in an additive and dominant model under the bi-allelic mode. When quantitative traits were used in the FBAT, rs7294536 and rs10877969 were statistically significant in all genotype models and modes. Luciferase and electrophoretic mobility-shift assays suggest that the rs7294536 A/G allele results in a Nf-kappaB binding site that exhibits differential binding affinities depending on the allele. CONCLUSION: These results demonstrate that polymorphisms in the AVPR1A promoter region might be involved in pathophysiology of ASD and in functional regulation of the expression of AVPR1A. En ligne : http://dx.doi.org/10.1186/s13229-017-0161-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" / Yan LI in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
[article]
Titre : Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" Type de document : Texte imprimé et/ou numérique Auteurs : Yan LI, Auteur ; Yi CHENG, Auteur ; Yawen LIU, Auteur Article en page(s) : p.3811-3812 Langues : Anglais (eng) Mots-clés : Comment Reason Respond Index. décimale : PER Périodiques Résumé : The comments from Dr. Meisami about our article "Association between DCC polymorphisms and Susceptibility to Autism Spectrum Disorder", and we wish to respond to several points. First, 100% of detection rate for each SNP genotype cannot be obtained. Second, we listed the detection rates in Supplemental Table 1. Last, Dr. Meisami referred an article focused on two SNPs; however, our article focused on seven SNPs. If we marked the number of detected cases, we had to make a table for each result, occupying a large part of the layout. Moreover, if the number of detected cases was marked respectively, it was not in accordance with academic norms. For these reasons, we provided the actual number of cases in Table 3. En ligne : http://dx.doi.org/10.1007/s10803-020-04585-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3811-3812[article] Reply to Comment on "Association Between DCC Polymorphisms and Susceptibility to Autism Spectrum Disorder" [Texte imprimé et/ou numérique] / Yan LI, Auteur ; Yi CHENG, Auteur ; Yawen LIU, Auteur . - p.3811-3812.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-10 (October 2020) . - p.3811-3812
Mots-clés : Comment Reason Respond Index. décimale : PER Périodiques Résumé : The comments from Dr. Meisami about our article "Association between DCC polymorphisms and Susceptibility to Autism Spectrum Disorder", and we wish to respond to several points. First, 100% of detection rate for each SNP genotype cannot be obtained. Second, we listed the detection rates in Supplemental Table 1. Last, Dr. Meisami referred an article focused on two SNPs; however, our article focused on seven SNPs. If we marked the number of detected cases, we had to make a table for each result, occupying a large part of the layout. Moreover, if the number of detected cases was marked respectively, it was not in accordance with academic norms. For these reasons, we provided the actual number of cases in Table 3. En ligne : http://dx.doi.org/10.1007/s10803-020-04585-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Reply to Response to ‘‘Brief Report: The Effects of Tomatis Sound Therapy on Language in Children with Autism’’, July 3, 2007, Journal of Autism and Developmental Disorders / Blythe A. CORBETT in Journal of Autism and Developmental Disorders, 38-3 (March 2008)
[article]
Titre : Reply to Response to ‘‘Brief Report: The Effects of Tomatis Sound Therapy on Language in Children with Autism’’, July 3, 2007, Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Blythe A. CORBETT, Auteur Année de publication : 2008 Article en page(s) : p.568 Note générale : The online version of the original article can be found under doi: 10.1007/s10803-007-0413-1.
Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-007-0472-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.568[article] Reply to Response to ‘‘Brief Report: The Effects of Tomatis Sound Therapy on Language in Children with Autism’’, July 3, 2007, Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Blythe A. CORBETT, Auteur . - 2008 . - p.568.
The online version of the original article can be found under doi: 10.1007/s10803-007-0413-1.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-3 (March 2008) . - p.568
Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-007-0472-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 Répondre aux besoins des élèves en difficulté d’apprentissage au CP et en primaire / E. WEILL in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 80 (Décembre 2004)
[article]
Titre : Répondre aux besoins des élèves en difficulté d’apprentissage au CP et en primaire Type de document : Texte imprimé et/ou numérique Auteurs : E. WEILL, Auteur ; F. HOCHWELCKER, Auteur Année de publication : 2004 Article en page(s) : p.346-348 Langues : Français (fre) Mots-clés : Dyslexie Apprentissage Stratégies d’apprentissage Réseau d’aide Elèves en difficulté Index. décimale : PER Périodiques Résumé : La prise en charge d’un enfant en difficulté d’apprentissage au sein d’une classe ne peut se faire qu’en collaboration étroite avec la famille et/ou avec les différents partenaires pouvant intervenir (RASED, orthophoniste...). Chacun ayant un rôle essentiel et particulier dans la réussite de l’enfant, il est primordial de travailler de concert, dans la transparence et le respect. Des aménagements sont alors nécessaires, que ce soit au niveau de l’accueil de l’enfant dans le groupe, dans les stratégies proposées, dans les apprentissages exigés. Un enfant est par définition un être unique, un élève en difficulté l’est d’autant plus. L’école offre un cadre institutionnel précis. Les besoins des élèves en difficulté d’apprentissage y trouvent des réponses plus ou moins adaptées. Pourquoi? Comment? Quelle évolution? Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 80 (Décembre 2004) . - p.346-348[article] Répondre aux besoins des élèves en difficulté d’apprentissage au CP et en primaire [Texte imprimé et/ou numérique] / E. WEILL, Auteur ; F. HOCHWELCKER, Auteur . - 2004 . - p.346-348.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 80 (Décembre 2004) . - p.346-348
Mots-clés : Dyslexie Apprentissage Stratégies d’apprentissage Réseau d’aide Elèves en difficulté Index. décimale : PER Périodiques Résumé : La prise en charge d’un enfant en difficulté d’apprentissage au sein d’une classe ne peut se faire qu’en collaboration étroite avec la famille et/ou avec les différents partenaires pouvant intervenir (RASED, orthophoniste...). Chacun ayant un rôle essentiel et particulier dans la réussite de l’enfant, il est primordial de travailler de concert, dans la transparence et le respect. Des aménagements sont alors nécessaires, que ce soit au niveau de l’accueil de l’enfant dans le groupe, dans les stratégies proposées, dans les apprentissages exigés. Un enfant est par définition un être unique, un élève en difficulté l’est d’autant plus. L’école offre un cadre institutionnel précis. Les besoins des élèves en difficulté d’apprentissage y trouvent des réponses plus ou moins adaptées. Pourquoi? Comment? Quelle évolution? Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=196 Répondre aux besoins des personnes atteintes d'autisme : de l'unité de diagnostic au centre de ressources / Bernadette ROGE in Bulletin Scientifique de l'arapi (Le), 10 (décembre 2002)
PermalinkRéponse aux commentaires de C. Karsenty / Michel ZORMAN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 66 (Mars 2002)
PermalinkLa réponse pédagogique est dans la question énoncée par les troubles envahissant le comportement de certains sujets Comment entendre au-delà des troubles le sujet en mal d’apprendre ? / Sylvie CANAT in Nouvelle Revue de l'AIS (La), 72 (Janvier 2016)
PermalinkReponses individualisees aux particularites cognitives de l’adulte avec autisme / Valérie SCHERFLING in Bulletin Scientifique de l'arapi (Le), 20 (Décembre 2007)
PermalinkDes réponses plurielles et articulées : le médicosocial coordonnateur et participant / Cécile ASPE in Sésame, 186 (2e Trimestre 2013)
PermalinkReport from a randomized control trial: improved alignment between circadian biology and sleep-wake behavior as a mechanism of depression symptom improvement in evening-type adolescents with depressive symptoms / Adriane SOEHNER ; Emily DOLSEN ; Lulu DONG ; Allison G. HARVEY in Journal of Child Psychology and Psychiatry, 64-12 (December 2023)
PermalinkReport of a meeting on the standardisation of the recording and reporting of cerebral palsy / Pamela M. EVANS in Developmental Medicine & Child Neurology, 28-4 (August 1986)
PermalinkA Report on the Journal / Fred R. VOLKMAR in Journal of Autism and Developmental Disorders, 40-4 (April 2010)
PermalinkA Report on Using General-Case Programming to Teach Collateral Academic Skills to a Student in a Postsecondary Setting / Laura C. CHEZAN in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)
PermalinkUn reportage de FR3 Auvergne: des vacances adaptées pour autistes organisées par Sésame Autisme Allier in Sésame, 191 (3e Trimestre 2014)
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