It May Not Be ASD. Distinguishing Autism Spectrum Issues from Other Diagnoses / Rebecca GRZADZINSKI

Public ISBD in Systemically Treating Autism / Brie TURNS Titre : It May Not Be ASD. Distinguishing Autism Spectrum Issues from Other Diagnoses Type de document : texte imprimé Auteurs : Rebecca GRZADZINSKI, Auteur ; Morgan COHEN, Auteur Année de publication : 2019 Importance : p.25-33 Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Distinguishing between symptoms of ASD and symptoms of other disorders can be a challenge. Chapter 3 provides a brief overview of diagnoses that may present as ASD but are not, such as attention deficit/hyperactivity disorder, intellectual disability, and oppositional defiant disorder. Clinicians should keep in mind that the disorders discussed in this chapter are only a few of the psychiatric disorders that have symptoms that can overlap with symptoms of ASD. This chapter will focus on symptoms that seem similar across disorders as well as ways in which clinicians may distinguish between disorders. It is important to consult the DSM for other differential diagnoses. The chapter discusses how the diagnoses are similar and different to ASD and provides vignettes as examples. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 in Systemically Treating Autism / Brie TURNS It May Not Be ASD. Distinguishing Autism Spectrum Issues from Other Diagnoses [texte imprimé] / Rebecca GRZADZINSKI, Auteur ; Morgan COHEN, Auteur . - 2019 . - p.25-33. Langues : Anglais (eng) Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : Distinguishing between symptoms of ASD and symptoms of other disorders can be a challenge. Chapter 3 provides a brief overview of diagnoses that may present as ASD but are not, such as attention deficit/hyperactivity disorder, intellectual disability, and oppositional defiant disorder. Clinicians should keep in mind that the disorders discussed in this chapter are only a few of the psychiatric disorders that have symptoms that can overlap with symptoms of ASD. This chapter will focus on symptoms that seem similar across disorders as well as ways in which clinicians may distinguish between disorders. It is important to consult the DSM for other differential diagnoses. The chapter discusses how the diagnoses are similar and different to ASD and provides vignettes as examples. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Exemplaires(0)

Disponibilité
aucun exemplaire

Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder / Hannah R. THOMAS in Autism Research, 14-4 (April 2021)  

Public ISBD [article]  inAutism Research > 14-4 (April 2021) . - p.720-732 Titre : Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.720-732 Langues : Anglais (eng) Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12 years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 [article] Spontaneous Expressive Language Profiles in a Clinically Ascertained Sample of Children With Autism Spectrum Disorder [texte imprimé] / Hannah R. THOMAS, Auteur ; Tara ROONEY, Auteur ; Morgan COHEN, Auteur ; Somer L. BISHOP, Auteur ; Catherine LORD, Auteur ; So Hyun KIM, Auteur . - p.720-732. Langues : Anglais (eng) in Autism Research > 14-4 (April 2021) . - p.720-732 Mots-clés : instrument  language  psychometrics Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) have varying degrees of language impairment across multiple domains, which may include deficits in syntactic, pragmatic, and/or semantic skills. The heterogeneity of language profiles within ASD, coupled with the limited scope of existing standardized language measures, makes a comprehensive assessment of language impairments in ASD challenging. The Observation of Spontaneous Expressive Language (OSEL) is a new measure developed to capture children's spontaneous use of language in a naturalistic setting. The current study used the OSEL to examine the patterns of spontaneous expressive language abilities of 87 clinically ascertained children with ASD from 2 to 12 years. As expected, children with ASD were significantly more impaired in their spontaneous use of language compared to typically developing peers. Syntax and narrative skills continued to increase with age from toddler to elementary school years in cross-sectional comparisons. Pragmatic skills improved form toddler to preschool years but remained stable from preschool to elementary school years. Preliminary data also demonstrated significant improvements in OSEL syntax scores over time for a subset of children followed longitudinally (n = 8). Children with ASD consistently showed more impairments in spontaneous expressive language captured on the OSEL compared to language skills measured by other more structured standardized assessments, despite moderate convergent validity among those measures. Results suggest that impairments in the spontaneous and functional use of expressive language persist into middle childhood for many children with ASD, and a comprehensive assessment approach can lead to more precisely targeted treatment addressing specific language profiles. LAY SUMMARY: This study aimed to examine the variable language profiles in children with ASD. Children with ASD were shown to have impairments in the structure, meaning, and social use of language. These challenges were captured best by a measure that was created to assess the spontaneous use of language in a naturalistic environment. The results of this study emphasize the importance of a comprehensive assessment of language in ASD to inform treatment. Autism Res 2021, 14: 720-732. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443

The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children / Sara GUTTENTAG in Autism, 26-2 (February 2022)  

Public ISBD [article]  inAutism > 26-2 (February 2022) . - p.473-487 Titre : The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children Type de document : texte imprimé Auteurs : Sara GUTTENTAG, Auteur ; Somer L. BISHOP, Auteur ; Rebecca DOGGETT, Auteur ; Rebecca SHALEV, Auteur ; Megan KAPLAN, Auteur ; Margaret DYSON, Auteur ; Morgan COHEN, Auteur ; Catherine LORD, Auteur ; Adriana DI MARTINO, Auteur Article en page(s) : p.473-487 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder  Autism Symptom Interview  Social Communication Questionnaire  Social Responsiveness Scale – 2nd Edition  autism spectrum disorders  parent screening Index. décimale : PER Périodiques Résumé : We tested the ability of a short, recently developed parent interview and two widely used parent-report questionnaires to discriminate school-age verbal children with autism spectrum disorder from those with attention-deficit/hyperactivity disorder without autism spectrum disorder (ADHD(w/oASD)). These measures included the Autism Symptom Interview - School-Age, the Social Responsiveness Scale - 2nd Edition, and the Social Communication Questionnaire - Lifetime. The classification accuracy of all three parent screeners fell in the moderate range. Accuracy varied by instrument, and the Social Communication Questionnaire - Lifetime questionniare showed the highest accuracy. Children with autism spectrum disorder who were incorrectly classified by all parent screeners did not differ from those correctly classified in regard to demographics, intellectual abilities, nor in any specific clinical area beyond general parent concerns. These findings showed that there are valid screening options for assessing school-age verbal children with autism spectrum disorder versus ADHD(w/oASD). They also underscore the need to assess multiple sources of information for increased accuracy. En ligne : http://dx.doi.org/10.1177/13623613211030071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children [texte imprimé] / Sara GUTTENTAG, Auteur ; Somer L. BISHOP, Auteur ; Rebecca DOGGETT, Auteur ; Rebecca SHALEV, Auteur ; Megan KAPLAN, Auteur ; Margaret DYSON, Auteur ; Morgan COHEN, Auteur ; Catherine LORD, Auteur ; Adriana DI MARTINO, Auteur . - p.473-487. Langues : Anglais (eng) in Autism > 26-2 (February 2022) . - p.473-487 Mots-clés : Attention-deficit/hyperactivity disorder  Autism Symptom Interview  Social Communication Questionnaire  Social Responsiveness Scale – 2nd Edition  autism spectrum disorders  parent screening Index. décimale : PER Périodiques Résumé : We tested the ability of a short, recently developed parent interview and two widely used parent-report questionnaires to discriminate school-age verbal children with autism spectrum disorder from those with attention-deficit/hyperactivity disorder without autism spectrum disorder (ADHD(w/oASD)). These measures included the Autism Symptom Interview - School-Age, the Social Responsiveness Scale - 2nd Edition, and the Social Communication Questionnaire - Lifetime. The classification accuracy of all three parent screeners fell in the moderate range. Accuracy varied by instrument, and the Social Communication Questionnaire - Lifetime questionniare showed the highest accuracy. Children with autism spectrum disorder who were incorrectly classified by all parent screeners did not differ from those correctly classified in regard to demographics, intellectual abilities, nor in any specific clinical area beyond general parent concerns. These findings showed that there are valid screening options for assessing school-age verbal children with autism spectrum disorder versus ADHD(w/oASD). They also underscore the need to assess multiple sources of information for increased accuracy. En ligne : http://dx.doi.org/10.1177/13623613211030071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

---

1 (1 - 3 / 3) Par page : 25 50 100 200