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Accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in Detecting Autism and Other Developmental Disorders in Community Clinics / T. H. TOH in Journal of Autism and Developmental Disorders, 48-1 (January 2018)
[article]
Titre : Accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in Detecting Autism and Other Developmental Disorders in Community Clinics Type de document : Texte imprimé et/ou numérique Auteurs : T. H. TOH, Auteur ; V. W. TAN, Auteur ; P. S. LAU, Auteur ; A. KIYU, Auteur Article en page(s) : p.28-35 Langues : Anglais (eng) Mots-clés : Accuracy Autism spectrum disorder Community Developmental disorders Developmental screening Early detection Index. décimale : PER Périodiques Résumé : This study determined the accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in detecting toddlers with autism spectrum disorder (ASD) and other developmental disorders (DD) in community mother and child health clinics. We analysed 19,297 eligible toddlers (15-36 months) who had M-CHAT performed in 2006-2011. Overall sensitivities for detecting ASD and all DD were poor but better in the 21 to <27 months and 27-36-month age cohorts (54.5-64.3%). Although positive predictive value (PPV) was poor for ASD, especially the younger cohort, positive M-CHAT helped in detecting all DD (PPV = 81.6%). This suggested M-CHAT for screening ASD was accurate for older cohorts (>21 months) and a useful screening tool for all DD. En ligne : https://doi.org/10.1007/s10803-017-3287-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.28-35[article] Accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in Detecting Autism and Other Developmental Disorders in Community Clinics [Texte imprimé et/ou numérique] / T. H. TOH, Auteur ; V. W. TAN, Auteur ; P. S. LAU, Auteur ; A. KIYU, Auteur . - p.28-35.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.28-35
Mots-clés : Accuracy Autism spectrum disorder Community Developmental disorders Developmental screening Early detection Index. décimale : PER Périodiques Résumé : This study determined the accuracy of Modified Checklist for Autism in Toddlers (M-CHAT) in detecting toddlers with autism spectrum disorder (ASD) and other developmental disorders (DD) in community mother and child health clinics. We analysed 19,297 eligible toddlers (15-36 months) who had M-CHAT performed in 2006-2011. Overall sensitivities for detecting ASD and all DD were poor but better in the 21 to <27 months and 27-36-month age cohorts (54.5-64.3%). Although positive predictive value (PPV) was poor for ASD, especially the younger cohort, positive M-CHAT helped in detecting all DD (PPV = 81.6%). This suggested M-CHAT for screening ASD was accurate for older cohorts (>21 months) and a useful screening tool for all DD. En ligne : https://doi.org/10.1007/s10803-017-3287-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data / Teresa TABER-DOUGHTY in Focus on Autism and Other Developmental Disabilities, 27-3 (September 2012)
[article]
Titre : Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data Type de document : Texte imprimé et/ou numérique Auteurs : Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur Année de publication : 2012 Article en page(s) : p.168-176 Langues : Anglais (eng) Mots-clés : data collection latency accuracy reliability direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176[article] Does Latency in Recording Data Make a Difference? Confirming the Accuracy of Teachers’ Data [Texte imprimé et/ou numérique] / Teresa TABER-DOUGHTY, Auteur ; Andrea JASPER, Auteur . - 2012 . - p.168-176.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 27-3 (September 2012) . - p.168-176
Mots-clés : data collection latency accuracy reliability direct measurement Index. décimale : PER Périodiques Résumé : The effects of latency on the accuracy of data recorded by three special education teachers were examined in this study. Teachers recorded data on the target behaviors of three students with varying disabilities. The accuracy of data recorded was assessed during three time periods: immediately after the target behavior occurred, at the end of the school day, and the following school day. A multielement design was used to evaluate data accuracy. Results were interpreted to confirm that data recorded immediately after a behavior occurred were more accurate and reliable than data documented at the end of the school day or the start of the following school day. In addition, data recorded by each teacher had a mean agreement of 97% or above for the time period immediately after a student’s behavior occurred. Furthermore, each teacher reported that it was beneficial to record data immediately after the target behavior occurred. Implications and future research directions are provided. En ligne : http://dx.doi.org/10.1177/1088357612451121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems / Kara HUME in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
[article]
Titre : Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems Type de document : Texte imprimé et/ou numérique Auteurs : Kara HUME, Auteur ; Joshua B. PLAVNICK, Auteur ; Samuel L ODOM, Auteur Année de publication : 2012 Article en page(s) : p.2084-2099 Langues : Anglais (eng) Mots-clés : Autism Work systems Independence Accuracy Generalization Division TEACCH Index. décimale : PER Périodiques Résumé : Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe. En ligne : http://dx.doi.org/10.1007/s10803-012-1457-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2084-2099[article] Promoting Task Accuracy and Independence in Students with Autism Across Educational Setting Through the Use of Individual Work Systems [Texte imprimé et/ou numérique] / Kara HUME, Auteur ; Joshua B. PLAVNICK, Auteur ; Samuel L ODOM, Auteur . - 2012 . - p.2084-2099.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p.2084-2099
Mots-clés : Autism Work systems Independence Accuracy Generalization Division TEACCH Index. décimale : PER Périodiques Résumé : Strategies that promote the independent demonstration of skills across educational settings are critical for improving the accessibility of general education settings for students with ASD. This research assessed the impact of an individual work system on the accuracy of task completion and level of adult prompting across educational setting. Student accuracy and adult prompting were measured in both special and general education settings during academic work periods. Work systems, an element of structured teaching developed by Division TEACCH, are organized sets of visual information that inform a student about participation in work areas. A multiple-probe-across-participants design was used to evaluate the effects of the individual work systems. All participants demonstrated increased accuracy yet required less adult support across special and general education settings. Results were maintained when measured during a 1-month follow-up probe. En ligne : http://dx.doi.org/10.1007/s10803-012-1457-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Speed and accuracy of emotion recognition in autistic adults: The role of stimulus type, response format, and emotion / Marie Antonia GEORGOPOULOS in Autism Research, 15-9 (September 2022)
[article]
Titre : Speed and accuracy of emotion recognition in autistic adults: The role of stimulus type, response format, and emotion Type de document : Texte imprimé et/ou numérique Auteurs : Marie Antonia GEORGOPOULOS, Auteur ; Neil BREWER, Auteur ; Carmen A LUCAS, Auteur ; Robyn L. YOUNG, Auteur Article en page(s) : p.1686-1697 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder/psychology Emotions/physiology Facial Expression Humans Recognition, Psychology/physiology accuracy autistic adults confidence emotion recognition latency Index. décimale : PER Périodiques Résumé : Emotion recognition difficulties are considered to contribute to social-communicative problems for autistic individuals. Prior research has been dominated by a focus on forced-choice recognition response accuracy for static face presentations of basic emotions, often involving small samples. Using free-report and multiple-choice response formats, we compared emotion recognition in IQ-matched autistic (NÂ =Â 63) and nonautistic (NÂ =Â 67) adult samples using 12 face emotion stimuli presented in three different stimulus formats (static, dynamic, social) that varied the degree of accompanying contextual information. Percent agreement with normative recognition responses (usually labeled "recognition accuracy") was slightly lower for autistic adults. Both groups displayed marked inter-individual variability and, although there was considerable overlap between groups, a very small subset of autistic individuals recorded lower percent agreement than any of the nonautistic sample. Overall, autistic individuals were significantly slower to respond and less confident. Although stimulus type, response format, and emotion affected percent agreement, latency and confidence, their interactions with group were nonsignificant and the associated effect sizes extremely small. The findings challenge notions that autistic adults have core deficits in emotion recognition and are more likely than nonautistic adults to be overwhelmed by increasingly dynamic or complex emotion stimuli and to experience difficulties recognizing specific emotions. Suggested research priorities include clarifying whether longer recognition latencies reflect fundamental processing limitations or adjustable strategic influences, probing age-related changes in emotion recognition across adulthood, and identifying the links between difficulties highlighted by traditional emotion recognition paradigms and real-world social functioning. LAY SUMMARY: It is generally considered that autistic individuals are less accurate than nonautistic individuals at recognizing other people's facial emotions. Using a wide array of emotions presented in various contexts, this study suggests that autistic individuals are, on average, only slightly less accurate but at the same time somewhat slower when classifying others' emotions. However, there was considerable overlap between the two groups, and great variability between individuals. The differences between groups prevailed regardless of how stimuli were presented, the response required or the particular emotion. En ligne : http://dx.doi.org/10.1002/aur.2713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483
in Autism Research > 15-9 (September 2022) . - p.1686-1697[article] Speed and accuracy of emotion recognition in autistic adults: The role of stimulus type, response format, and emotion [Texte imprimé et/ou numérique] / Marie Antonia GEORGOPOULOS, Auteur ; Neil BREWER, Auteur ; Carmen A LUCAS, Auteur ; Robyn L. YOUNG, Auteur . - p.1686-1697.
Langues : Anglais (eng)
in Autism Research > 15-9 (September 2022) . - p.1686-1697
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder/psychology Emotions/physiology Facial Expression Humans Recognition, Psychology/physiology accuracy autistic adults confidence emotion recognition latency Index. décimale : PER Périodiques Résumé : Emotion recognition difficulties are considered to contribute to social-communicative problems for autistic individuals. Prior research has been dominated by a focus on forced-choice recognition response accuracy for static face presentations of basic emotions, often involving small samples. Using free-report and multiple-choice response formats, we compared emotion recognition in IQ-matched autistic (NÂ =Â 63) and nonautistic (NÂ =Â 67) adult samples using 12 face emotion stimuli presented in three different stimulus formats (static, dynamic, social) that varied the degree of accompanying contextual information. Percent agreement with normative recognition responses (usually labeled "recognition accuracy") was slightly lower for autistic adults. Both groups displayed marked inter-individual variability and, although there was considerable overlap between groups, a very small subset of autistic individuals recorded lower percent agreement than any of the nonautistic sample. Overall, autistic individuals were significantly slower to respond and less confident. Although stimulus type, response format, and emotion affected percent agreement, latency and confidence, their interactions with group were nonsignificant and the associated effect sizes extremely small. The findings challenge notions that autistic adults have core deficits in emotion recognition and are more likely than nonautistic adults to be overwhelmed by increasingly dynamic or complex emotion stimuli and to experience difficulties recognizing specific emotions. Suggested research priorities include clarifying whether longer recognition latencies reflect fundamental processing limitations or adjustable strategic influences, probing age-related changes in emotion recognition across adulthood, and identifying the links between difficulties highlighted by traditional emotion recognition paradigms and real-world social functioning. LAY SUMMARY: It is generally considered that autistic individuals are less accurate than nonautistic individuals at recognizing other people's facial emotions. Using a wide array of emotions presented in various contexts, this study suggests that autistic individuals are, on average, only slightly less accurate but at the same time somewhat slower when classifying others' emotions. However, there was considerable overlap between the two groups, and great variability between individuals. The differences between groups prevailed regardless of how stimuli were presented, the response required or the particular emotion. En ligne : http://dx.doi.org/10.1002/aur.2713 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 The Relationship Between Clinicians’ Confidence and Accuracy, and the Influence of Child Characteristics, in the Screening of Autism Spectrum Disorder / Darren HEDLEY in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
[article]
Titre : The Relationship Between Clinicians’ Confidence and Accuracy, and the Influence of Child Characteristics, in the Screening of Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Darren HEDLEY, Auteur ; Neil BREWER, Auteur ; Rose NEVILL, Auteur ; Mirko ULJAREVIC, Auteur ; Eric BUTTER, Auteur ; James A. MULICK, Auteur Article en page(s) : p.2340-2348 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Screening Diagnosis Clinical judgement Confidence Accuracy Assessment Index. décimale : PER Périodiques Résumé : The study examined the confidence accuracy relationship, and the influence of child characteristics on clinician confidence, when predicting a diagnosis of Autism Spectrum Disorder during screening of 125 referred children aged under 3.5 years. The diagnostic process included observation, interview, language and developmental testing. Clinical judgement accuracy was compared against final diagnosis for high and low confidence levels (with confidence assessed on a 0–100 % scale). We identified a significant CA relationship with predictive accuracy highest at confidence levels of 90–100 %. Parent report of unusual behaviors was the only significant independent predictor of confidence. Clinicians’ confidence may be important when evaluating decisions to refer, or not to refer, children for further diagnostic assessment. En ligne : http://dx.doi.org/10.1007/s10803-016-2766-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2340-2348[article] The Relationship Between Clinicians’ Confidence and Accuracy, and the Influence of Child Characteristics, in the Screening of Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Darren HEDLEY, Auteur ; Neil BREWER, Auteur ; Rose NEVILL, Auteur ; Mirko ULJAREVIC, Auteur ; Eric BUTTER, Auteur ; James A. MULICK, Auteur . - p.2340-2348.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2340-2348
Mots-clés : Autism Spectrum Disorder Screening Diagnosis Clinical judgement Confidence Accuracy Assessment Index. décimale : PER Périodiques Résumé : The study examined the confidence accuracy relationship, and the influence of child characteristics on clinician confidence, when predicting a diagnosis of Autism Spectrum Disorder during screening of 125 referred children aged under 3.5 years. The diagnostic process included observation, interview, language and developmental testing. Clinical judgement accuracy was compared against final diagnosis for high and low confidence levels (with confidence assessed on a 0–100 % scale). We identified a significant CA relationship with predictive accuracy highest at confidence levels of 90–100 %. Parent report of unusual behaviors was the only significant independent predictor of confidence. Clinicians’ confidence may be important when evaluating decisions to refer, or not to refer, children for further diagnostic assessment. En ligne : http://dx.doi.org/10.1007/s10803-016-2766-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290