219 recherche sur le mot-clé 'Assessment'

Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists / Sheila THOMAS in Autism & Developmental Language Impairments, 4 (January-December 2019)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 4 (January-December 2019) Titre : Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists Type de document : Texte imprimé et/ou numérique Auteurs : Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur Langues : Anglais (eng) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists [Texte imprimé et/ou numérique] / Sheila THOMAS, Auteur ; Joerg SCHULZ, Auteur ; Nuala RYDER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 4 (January-December 2019) Mots-clés : Developmental Language Disorder  assessment  diagnosis  speech and language therapy Index. décimale : PER Périodiques Résumé : BackgroundFor many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder.AimsThis study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder.Methods and proceduresThe qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach.Outcomes and resultsThe analysis of the data showed three main themes relating to the speech and language therapists? experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants? experiences of the barriers to early referral (subthemes ? parents? misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes ? individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes ? disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances).Conclusions and implicationsThis study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures. En ligne : https://doi.org/10.1177/2396941519842812 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Assessment of anxiety and behavior disorders among autistic children and youths with intellectual and developmental disabilities / Einar Røshol HEIERVANG ; Børge MATHIASSEN ; Michael G. AMAN ; Sabine KAISER ; Sissel Berge HELVERSCHOU in Research in Autism, 121-122 (March-April 2025)  

Public ISBD [article]  inResearch in Autism > 121-122 (March-April 2025) . - 202550 Titre : Assessment of anxiety and behavior disorders among autistic children and youths with intellectual and developmental disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Einar Røshol HEIERVANG, Auteur ; Børge MATHIASSEN, Auteur ; Michael G. AMAN, Auteur ; Sabine KAISER, Auteur ; Sissel Berge HELVERSCHOU, Auteur Article en page(s) : 202550 Langues : Anglais (eng) Mots-clés : Adolescence  Assessment  Autism  Childhood  Measure  Mental health disorder Index. décimale : PER Périodiques Résumé : Background There is a debate regarding the use of instruments that were originally developed for neurotypical populations and subsequently applied to neurodiverse populations. One concern is the risk of downplaying the complex presentation of mental health (MH) symptoms in individuals who are neurodiverse. In this study, we sought to explore MH disorder construct convergence across broad-band instruments developed for people with autism (ASD) or developmental disabilities (IDDs) (i.e., ASD/IDD instruments) and a non-ASD/IDD instrument based on established diagnostic taxonomy. Methods In total, 121 children with IDDs (full scale IQ M =80.8, SD=20.6), including those with ASD, participated. The conceptual overlap between emotional and behavioral subscales from the Developmental Behavior Checklist (DBC), Aberrant Behavior Checklist (ABC), and Psychopathology in Autism Checklist (PAC), on the one hand and emotional and behavioral diagnoses derived from the Developmental and Well-Being Assessment interview (DAWBA), on the other hand, was examined. Results Subscales from the DBC, ABC, and PAC showed adequate and good correspondence with anxiety disorders and oppositional conduct disorder diagnoses, respectively, derived from the DAWBA. There were meaningful correlations between lower adaptive communication skills/IQ and ASD/IDD instrument subscales reflecting stereotyped and repetitive motor movements, pica, and self-injurious behavior. Conclusion The ASD/IDD tools showed acceptable MH disorder construct convergence with a non-ASD/IDD diagnostic interview. As they perform well, instruments developed for people with ASD/IDD should be given priority in initial MH assessments. En ligne : https://doi.org/10.1016/j.reia.2025.202550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Assessment of anxiety and behavior disorders among autistic children and youths with intellectual and developmental disabilities [Texte imprimé et/ou numérique] / Einar Røshol HEIERVANG, Auteur ; Børge MATHIASSEN, Auteur ; Michael G. AMAN, Auteur ; Sabine KAISER, Auteur ; Sissel Berge HELVERSCHOU, Auteur . - 202550. Langues : Anglais (eng) in Research in Autism > 121-122 (March-April 2025) . - 202550 Mots-clés : Adolescence  Assessment  Autism  Childhood  Measure  Mental health disorder Index. décimale : PER Périodiques Résumé : Background There is a debate regarding the use of instruments that were originally developed for neurotypical populations and subsequently applied to neurodiverse populations. One concern is the risk of downplaying the complex presentation of mental health (MH) symptoms in individuals who are neurodiverse. In this study, we sought to explore MH disorder construct convergence across broad-band instruments developed for people with autism (ASD) or developmental disabilities (IDDs) (i.e., ASD/IDD instruments) and a non-ASD/IDD instrument based on established diagnostic taxonomy. Methods In total, 121 children with IDDs (full scale IQ M =80.8, SD=20.6), including those with ASD, participated. The conceptual overlap between emotional and behavioral subscales from the Developmental Behavior Checklist (DBC), Aberrant Behavior Checklist (ABC), and Psychopathology in Autism Checklist (PAC), on the one hand and emotional and behavioral diagnoses derived from the Developmental and Well-Being Assessment interview (DAWBA), on the other hand, was examined. Results Subscales from the DBC, ABC, and PAC showed adequate and good correspondence with anxiety disorders and oppositional conduct disorder diagnoses, respectively, derived from the DAWBA. There were meaningful correlations between lower adaptive communication skills/IQ and ASD/IDD instrument subscales reflecting stereotyped and repetitive motor movements, pica, and self-injurious behavior. Conclusion The ASD/IDD tools showed acceptable MH disorder construct convergence with a non-ASD/IDD diagnostic interview. As they perform well, instruments developed for people with ASD/IDD should be given priority in initial MH assessments. En ligne : https://doi.org/10.1016/j.reia.2025.202550 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Assessment of anxiety in children and adolescents with autism spectrum disorders / Sabrina N. GRONDHUIS in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1345-1365 Titre : Assessment of anxiety in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sabrina N. GRONDHUIS, Auteur ; Michael G. AMAN, Auteur Année de publication : 2012 Article en page(s) : p.1345-1365 Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Assessment Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common comorbid conditions in children and adolescents with autism spectrum disorders (ASDs), although assessment presents unique challenges. Many symptoms of anxiety appear to overlap with common presentations of autism. Furthermore, deficits in language and cognitive functioning make it difficult for such children to convey their emotional states accurately. A comprehensive review of the recent literature was conducted to assay the types and rates of use of tools for evaluating anxiety symptoms in children and adolescents with ASDs. We identified strengths and weaknesses in existing scales, identified instruments that (although imperfect) seem to have a good coverage for youngsters with ASDs, recommended strategies for studying anxiety in these youth, and offered suggestions for future scale development. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Assessment of anxiety in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Sabrina N. GRONDHUIS, Auteur ; Michael G. AMAN, Auteur . - 2012 . - p.1345-1365. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1345-1365 Mots-clés : Anxiety  Autism  Assessment Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common comorbid conditions in children and adolescents with autism spectrum disorders (ASDs), although assessment presents unique challenges. Many symptoms of anxiety appear to overlap with common presentations of autism. Furthermore, deficits in language and cognitive functioning make it difficult for such children to convey their emotional states accurately. A comprehensive review of the recent literature was conducted to assay the types and rates of use of tools for evaluating anxiety symptoms in children and adolescents with ASDs. We identified strengths and weaknesses in existing scales, identified instruments that (although imperfect) seem to have a good coverage for youngsters with ASDs, recommended strategies for studying anxiety in these youth, and offered suggestions for future scale development. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Assessment of Anxiety in Youth With Autism Spectrum Disorder / Lauren J. MOSKOWITZ  

Public ISBD in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Titre : Assessment of Anxiety in Youth With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lauren J. MOSKOWITZ, Auteur ; Tamara ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur Année de publication : 2017 Importance : p.79-104 Langues : Anglais (eng) Mots-clés : Anxiety  autism spectrum disorder  assessment  interviews  questionnaires  direct observation  physiological  multimethod Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is one of the most common presenting problems for youth with autism spectrum disorder (ASD) and causes greater impairment than the symptoms of ASD alone. Despite the increased risk for anxiety disorders in ASD, there is limited research on the assessment of anxiety in this population, relative to the large body of literature on anxiety in typically developing children. This may be due, in part, to the difficulty of assessing anxiety in ASD. Anxiety is a multifaceted construct involving behaviors, cognitions, affect, and physiological arousal. These multiple components of anxiety are ideally assessed using a multimethod approach, including questionnaires, interviews, direct behavioral observation, and occasionally physiological responses elicited by feared stimuli. This chapter will review the variety of methods that can be used to assess anxiety in youth with ASD, discussing the advantages and disadvantages of each method as well as the psychometric properties and uses of various assessment tools. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00005-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 in Anxiety in Children and Adolescents with Autism Spectrum Disorder / Connor M. KERNS Assessment of Anxiety in Youth With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lauren J. MOSKOWITZ, Auteur ; Tamara ROSEN, Auteur ; Matthew D. LERNER, Auteur ; Karen LEVINE, Auteur . - 2017 . - p.79-104. Langues : Anglais (eng) Mots-clés : Anxiety  autism spectrum disorder  assessment  interviews  questionnaires  direct observation  physiological  multimethod Index. décimale : PAR-B PAR-B - Anxiété Résumé : Abstract Anxiety is one of the most common presenting problems for youth with autism spectrum disorder (ASD) and causes greater impairment than the symptoms of ASD alone. Despite the increased risk for anxiety disorders in ASD, there is limited research on the assessment of anxiety in this population, relative to the large body of literature on anxiety in typically developing children. This may be due, in part, to the difficulty of assessing anxiety in ASD. Anxiety is a multifaceted construct involving behaviors, cognitions, affect, and physiological arousal. These multiple components of anxiety are ideally assessed using a multimethod approach, including questionnaires, interviews, direct behavioral observation, and occasionally physiological responses elicited by feared stimuli. This chapter will review the variety of methods that can be used to assess anxiety in youth with ASD, discussing the advantages and disadvantages of each method as well as the psychometric properties and uses of various assessment tools. En ligne : http://dx.doi.org/10.1016/B978-0-12-805122-1.00005-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300

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Assessment of feeding problems in children with autism spectrum disorder / Courtney A. APONTE in Research in Autism Spectrum Disorders, 21 (January 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 21 (January 2016) . - p.61-72 Titre : Assessment of feeding problems in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney A. APONTE, Auteur ; Raymond G. ROMANCZYK, Auteur Article en page(s) : p.61-72 Langues : Anglais (eng) Mots-clés : Assessment  Autism spectrum disorder (ASD)  Feeding Index. décimale : PER Périodiques Résumé : There is growing, but inconsistent, literature on feeding problems for children with Autism Spectrum Disorder. The purposes of this study were to (a) investigate the relation of feeding problems to autism severity, (b) assess the validity of parent-report questionnaires widely used to assess feeding problems in terms of their relation to systematic behavior observations, and (c) determine the relation between child feeding behavior and family mealtime environment. Thirty-eight children and their parents participated in the study. Parents completed questionnaires, and both parents and children participated in mealtime observations. Results indicated that autism severity predicted scores on a measure of feeding problems as well as the duration of negative vocalizations during meal observations. Food Frequency Questionnaires better predicted behavior during meals than the Brief Mealtime Autism Behavior Inventory. Family environment alone did not explain feeding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Assessment of feeding problems in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Courtney A. APONTE, Auteur ; Raymond G. ROMANCZYK, Auteur . - p.61-72. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.61-72 Mots-clés : Assessment  Autism spectrum disorder (ASD)  Feeding Index. décimale : PER Périodiques Résumé : There is growing, but inconsistent, literature on feeding problems for children with Autism Spectrum Disorder. The purposes of this study were to (a) investigate the relation of feeding problems to autism severity, (b) assess the validity of parent-report questionnaires widely used to assess feeding problems in terms of their relation to systematic behavior observations, and (c) determine the relation between child feeding behavior and family mealtime environment. Thirty-eight children and their parents participated in the study. Parents completed questionnaires, and both parents and children participated in mealtime observations. Results indicated that autism severity predicted scores on a measure of feeding problems as well as the duration of negative vocalizations during meal observations. Food Frequency Questionnaires better predicted behavior during meals than the Brief Mealtime Autism Behavior Inventory. Family environment alone did not explain feeding difficulties. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.09.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

Assessment of presentation patterns, clinical severity, and sensorial mechanism of tip-toe behavior in severe ASD subjects with intellectual disability: A cohort observational study / Giulio VALAGUSSA in Autism Research, 10-9 (September 2017)  

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Assessment of the Autism Spectrum Disorder Based on Machine Learning and Social Visual Attention: A Systematic Review / Maria Eleonora MINISSI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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Assessment of the Core Features of ASD / Raphael BERNIER

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Agreement in multi-informant assessment of behaviour and emotional problems and social functioning in adolescents with Autistic and Asperger's Disorder / Matthew I. JEPSEN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

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An Assessment and Instructional Guide for Motor and Vocal Imitation / E. ESPANOLA AGUIRRE in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

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