Assessment of Autism in Community Settings: Discrepancies in Classification

Williams, Marian E.; Atkins, Monique; Soles, Tamara

doi:10.1007/s10803-008-0668-1

Cited by 45 publications

(41 citation statements)

References 31 publications

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“…However, research based on application of DSM -IV diagnostic criteria (American Psychiatric Association 1994) highlights that there can be low levels of diagnostic agreement between expert clinicians without the use of standardised instruments (Williams, Atkins, & Soles, 2009) and that a combination of two or more standardised assessments can increase reliability of diagnosis in children (e.g. Kim & Lord, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…In child services, earlier studies indicated that standardised instruments are used in 33-61% of cases (Martin, Bibby, Mudford, & Eikeseth, 2003;Williams et al, 2009;Palmer, Ketteridge, Parr, Baird, & Le Couteur, 2010). Two recent studies found that the Autism Diagnostic Observation Schedule (ADOS; Lord et al, 2000) was used in around half of cases and that its use was more likely with older children and in more complex cases (Hathorn, Alateeqi, Graham, & O'Hare, 2014;Rzepecka, McKenzie, McClure, & Murphy, 2012).…”

Section: Introductionmentioning

confidence: 99%

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A national study to investigate the clinical use of standardised instruments in autism spectrum disorder assessment of children and adults in Scotland

Rutherford

McKenzie

McClure

et al. 2016

Research in Autism Spectrum Disorders

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Background: There are few large scale studies about the nature and extent of the actual use of standardised assessments for Autism Spectrum Disorder diagnosis in clinical practice. This study compares and contrasts practice in diagnostic services for both adults and children. Method:We conducted an analysis of retrospective case notes from 150 cases (70 adult, 80 children) assessed for Autism Spectrum Disorder by 16 diagnostic services.Results: We found differences between adult and child services in staff training and use of standardised assessment during diagnosis. All child services had staff trained in and regularly using standardised assessments. Most adult services had staff trained in using instruments but only half used them regularly. Administration of standardised ASD assessments was ten times more likely in children than in adults (OR = 10.1; CI = 4.24, 24.0). Child services selected the ADOS as the standardised tool and Adult services selected the DISCO, with very little overlap. Decisions to administer standardised tools were not based on case complexity but rather the same process was applied to all referrals within a service. The three recommended components of assessment (clinical history, clinical observation and contextual information) were included for the majority of cases, although clinical observation was more frequently used with children than with adults. Conclusions:Based on the findings, we suggest a need for a wider range of appropriate assessments for use with adults, particularly those with an intellectual disability and for further research into the reasons behind the choices clinicians make during the assessment process. For child services in Scotland, there is a need for more training in use of current diagnostic interviews. Clinicians did not vary tools used based on complexity, suggesting that this is a notion still to be clearly defined and operationalised in clinical decision making about the use of standardised assessments.Key words: Autism Spectrum Disorder; Children; Adults; Assessment 2 Highlights  All child and most adult services had at least one clinician trained to use a standardised ASD assessment. Administration of standardised ASD diagnostic assessments was ten times more likely in children than in adults. ADOS was used almost exclusively by child services and DISCO was used in adult services.Other recommended tools were rarely or never used. The concept of case complexity remains undefined and this did not influence clinical decisions over administering standardised tools or not. Three recommended components of assessment (clinical history, clinical observation and contextual information) were used in most cases.3

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A national study to investigate the clinical use of standardised instruments in autism spectrum disorder assessment of children and adults in Scotland

Rutherford

McKenzie

McClure

et al. 2016

Research in Autism Spectrum Disorders

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“…This is likely because the ADOS and ADI-R are not available in Indonesian language and have not been validated with Indonesian children. However, even in the United Kingdom, Canada, and the United States, the use of standardised tools was rare due to unfamiliarity with the tools and a lack of awareness of best practice (Berenstein, 2012;Hering, 2005;McClure et al, 2010;Williams et al, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…Furthermore, it was found that the high cost of training and materials as well as the extensive length of the assessment were considered the main reasons for the low use of ADOS and ADI-R (Hering, 2005;Williams et al, 2009). …”

Section: Discussionmentioning

confidence: 99%

“…The present study suggests that current best practice guidelines need to be re-evaluated in terms of their feasibility and applicability considering that studies from the United States, the United Kingdom, and Canada have also shown how challenging it is to apply best practice standards (Berenstein, 2012;Hering, 2005;McClure et al, 2010;Pearson, 2008;Siklos & Kerns, 2007;Williams et al, 2009). …”

Section: Ch 3 Asd Diagnosis In Indonesia 67mentioning

confidence: 99%

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Assessment and diagnosis of autism in developing countries: the Indonesian adaptation of Autism Detection in Early Childhood (ADEC)

Sidjaja¹

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The most recent estimates of the prevalence rates of Autism Spectrum Disorder reveal that 1 in 68 children in the US are diagnosed with ASD. However, although the awareness of ASD has been increasing around the world, most studies of the prevalence rates and diagnosis of ASD originate in developed countries, and little is known about the situation in developing countries. Indonesia is the fourth most populated country in the world. However, as is the case in most developing countries, disability still receives limited attention from the Indonesian Government. In terms of ASD, there is no recent estimate of the prevalence rate of ASD in Indonesia following the estimates released 22 years ago which suggested that 1 in 833 children in Indonesia were being as diagnosed with ASD. Currently studies on ASD are still lacking and almost 500 cities and regencies in Indonesia are unable to identify and provide appropriate support services for people with ASD.As a starting point to understanding the situation relating to ASD in developing countries, the first study in this thesis aimed to investigate the application of best practice guidelines in Indonesia. A survey was developed and undertaken with 67 practitioners with experience in assessing ASD. It was found that, similar to situations in developed countries, the three best practice components relating to ASD diagnosis were challenging to apply in the Indonesian context. Further, having more validated and culturally sensitive tools to assess ASD in Indonesian language was found to be one of the crucial needs of ASD specialists in Indonesia.As a response to this finding, an Indonesian version of ADEC (ADEC-IND) was developed and evaluated for its psychometric properties and cultural appropriateness. The ADEC is an observation tool that has been shown to be effective in detecting ASD in children as young as 12 months. The tool has been validated within Australian and in Mexican children. In comparison to the gold standard measurement tools, the use of ADEC is more iii affordable, less time consuming in administration, and does not require lengthy and expensive training for its use. Considering these benefits and as a response to the first study results, the second and third studies that comprise this thesis were conducted in order to translate and validate the use of ADEC within the Indonesian context.The ADEC was translated into the Indonesian language and then pilot tested with eight Indonesian children (Mage = 31.8 months, SD = 11.36) in Brisbane and Melbourne. In the translation process, after being translated, the first Indonesian version of ADEC (ADEC-IND) was reviewed independently by two reviewers and a revised draft was made based on the reviewers' feedback. Subsequently, the revised draft was then pilot tested with each testing session videotaped and given an English subtitle. Each participant was tested using ADEC-IND and their parents interviewed using the ADI-R. All of the sessions were videotaped and given English subtitles. The study found that the ...

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Introduction to the Special Issue: High‐Functioning Autism Spectrum Disorders in the Schools

Volker

2012

Psychology in the Schools

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Assessment of Autism in Community Settings: Discrepancies in Classification

Cited by 45 publications

References 31 publications

A national study to investigate the clinical use of standardised instruments in autism spectrum disorder assessment of children and adults in Scotland

A national study to investigate the clinical use of standardised instruments in autism spectrum disorder assessment of children and adults in Scotland

Assessment and diagnosis of autism in developing countries: the Indonesian adaptation of Autism Detection in Early Childhood (ADEC)

Introduction to the Special Issue: High‐Functioning Autism Spectrum Disorders in the Schools

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