The clinical profile of children with ASD (autism spectrum disorder) varies at the early stages of development. A variety of specific deficits may be observed, e.g., feeding difficulties, motor and verbal dyspraxia, sensory integration deficits, etc., therefore the need for multidisciplinary observation and assessment is necessary for setting EDALFA consists of a developmental scale based on eight international scales and on systematic review of the recent literature. It includes the following observation measures: motor development cognitive development, speech and language development psychosocial development, everyday skills, play, other (joined attention, imitation, stereotypes). In every one of those functions, at each age level (1 month to 6 years) skills ranging from 0 to 9 are described, which the typically developing child is expected to master. Upon admission to the program, three therapists (psychologist, speech, occupational) observe systematically the child on a sufficient number of sessions and jointly complete the EDALFA protocol, which shows the developmental profile of the child compared to the typically developing child and the goals of therapy in a hierarchical way. To assess reliability of the tool, a study was carried out that compared the performance of 30 children (2 yrs to 5 yrs 11 mon) on the EDALFA and on Vineland questionnaires filled by the parents. Highly significant correlations were observed on the common measures of the two tools.

The present study addresses three problem areas among preschool children with ASD (Autism Spectrum Disorder):co-occurring psychiatric problems, speech-language and feeding difficulties, and progress of low functioning (globally retarded) children in most areas of development. Fifty children with ASD (mean age 3 years) were studied.Three therapists of different disciplines (the first to see and treat the children) examined carefully the files of the children, tests, notes and ΕΔΑΛΦΑ (special multidisciplinary tool) to classify the problems of the children. All children presented with co-occurring psychiatric problems such as: externalization 74%, ADH 54%, internalization 52%. Children in the average intelligence presented with higher levels of ADH (attention deficit hyperactivity problems) difficulties. Most children presented more than two co-morbitities, but contrary to our hypothesis, low functioning children presented with fewer co-morbitities. Four speech language pathologists (those who saw and evaluated the children when they were first enrolled in therapy) after meticulous study of the children's files, notes, tests and ΕΔΑΛΦΑ records found the following: all children (100%) presented with receptive and expressive language problems, a high proportion (64%) had developmental dyspraxia (verbal and oral), 18% never developed speech (all of them had oral dyspraxia), 28% had phonological disorder and 28% feeding difficulties. Thirty two children received therapy for almost two years (mean 21.90 months) and had one to three ΕΔΑΛΦΑ re-evaluations.The average range of progress made ranged from 15.41 months (psychosocial development) to 26.34 months (everyday living skills). Even children globally retarded (RAVEN < 60) made progress 4.63 months (expressive language) to 18.57 months (cognitive development). Intelligence and receptive language skills were highly correlated with progress.

No abstract