Autism spectrum disorder in the second year: stability and change in syndrome expression

Chawarska, Katarzyna; Klin, Ami; Paul, Rhea; Volkmar, Fred R.

doi:10.1111/j.1469-7610.2006.01685.x

Cited by 310 publications

(265 citation statements)

References 38 publications

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“…A strong indication of validity at the level of individual ADI-R items in distinguishing between children with ASD and those without (mostly non-referred) was provided by Tsuchiya et al 69 Criterion validity was examined in the original Lord et al 63 paper. In addition, Chawarska et al 70 examined whether infants referred at age 14-25 months (and diagnosed 15 months later) could be classified at first assessment; 48% who later received the diagnosis of autism were classified as such, but 78% if the ADI Repetitive behaviours scale was dropped.…”

Section: Autism Diagnostic Interview-revisedmentioning

confidence: 99%

“…Seven papers 50,65,70,[72][73][74][75] considering measurement properties of the ADOS-G were reviewed. The original study 50 assessed internal consistency.…”

Section: Autism Diagnostic Observation Schedule-genericmentioning

confidence: 99%

“…This tool had three papers 65,70,75 assessing 'responsiveness', or rather testing a hypothesis of stability. The first paper 65 found that regression prediction of each ADOS domain score at age 9 years, by the set of three domain scores at age 2 years, showed significant continuity within the same domain (with one exception -the communication score at age 9 years -which was predicted by the ADOS Social and Repetitive domains at age 2 years, with no significant independent contribution from communication).…”

Section: Systematic Review Of Measurement Properties Of Toolsmentioning

confidence: 99%

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Systematic review of tools to measure outcomes for young children with autism spectrum disorder

McConachie

Parr

Glod

et al. 2015

Health Technology Assessment

236

261

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BackgroundThe needs of children with autism spectrum disorder (ASD) are complex and this is reflected in the number and diversity of outcomes assessed and measurement tools used to collect evidence about children’s progress. Relevant outcomes include improvement in core ASD impairments, such as communication, social awareness, sensory sensitivities and repetitiveness; skills such as social functioning and play; participation outcomes such as social inclusion; and parent and family impact.ObjectivesTo examine the measurement properties of tools used to measure progress and outcomes in children with ASD up to the age of 6 years. To identify outcome areas regarded as important by people with ASD and parents.MethodsThe MeASURe (Measurement in Autism Spectrum disorder Under Review) research collaboration included ASD experts and review methodologists. We undertook systematic review of tools used in ASD early intervention and observational studies from 1992 to 2013; systematic review, using the COSMIN checklist (Consensus-based Standards for the selection of health Measurement Instruments) of papers addressing the measurement properties of identified tools in children with ASD; and synthesis of evidence and gaps. The review design and process was informed throughout by consultation with stakeholders including parents, young people with ASD, clinicians and researchers.ResultsThe conceptual framework developed for the review was drawn from the International Classification of Functioning, Disability and Health, including the domains ‘Impairments’, ‘Activity Level Indicators’, ‘Participation’, and ‘Family Measures’. In review 1, 10,154 papers were sifted – 3091 by full text – and data extracted from 184; in total, 131 tools were identified, excluding observational coding, study-specific measures and those not in English. In review 2, 2665 papers were sifted and data concerning measurement properties of 57 (43%) tools were extracted from 128 papers. Evidence for the measurement properties of the reviewed tools was combined with information about their accessibility and presentation. Twelve tools were identified as having the strongest supporting evidence, the majority measuring autism characteristics and problem behaviour. The patchy evidence and limited scope of outcomes measured mean these tools do not constitute a ‘recommended battery’ for use. In particular, there is little evidence that the identified tools would be good at detecting change in intervention studies. The obvious gaps in available outcome measurement include well-being and participation outcomes for children, and family quality-of-life outcomes, domains particularly valued by our informants (young people with ASD and parents).ConclusionsThis is the first systematic review of the quality and appropriateness of tools designed to monitor progress and outcomes of young children with ASD. Although it was not possible to recommend fully robust tools at this stage, the review consolidates what is known about the field and will act as a benchmark for future developments. With input from parents and other stakeholders, recommendations are made about priority targets for research.Future workPriorities include development of a tool to measure child quality of life in ASD, and validation of a potential primary outcome tool for trials of early social communication intervention.Study registrationThis study is registered as PROSPERO CRD42012002223.FundingThe National Institute for Health Research Health Technology Assessment programme.

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Section: Autism Diagnostic Interview-revisedmentioning

confidence: 99%

“…Seven papers 50,65,70,[72][73][74][75] considering measurement properties of the ADOS-G were reviewed. The original study 50 assessed internal consistency.…”

Section: Autism Diagnostic Observation Schedule-genericmentioning

confidence: 99%

Section: Systematic Review Of Measurement Properties Of Toolsmentioning

confidence: 99%

See 1 more Smart Citation

Systematic review of tools to measure outcomes for young children with autism spectrum disorder

McConachie

Parr

Glod

et al. 2015

Health Technology Assessment

236

261

View full text Add to dashboard Cite

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“…But a major thrust of current research has been to lower the age of identification, due in part to evidence supporting the effectiveness of early intervention [Rogers, 2006;Stahmer, Ingersoll, & Koegel, 2004]. Recent research suggests that clinical diagnosis of autism can be reliably assigned in the second year, and shows at least short-term stability [Matson, Wilkins, & Gonzales, 2008] when conferred by an team of experienced clinicians [Charman et al, 2005;Chawarska et al, 2007;Cox et al, 1999aCox et al, , 1999bEaves & Ho, 2004;Lord, 1995;Lord, Risi, & DiLavore, 2006, Stone et al, 1999aTurner, Stone, Pozdol, & Coonrod, 2006;Wetherby et al, 2004].…”

Section: Introductionmentioning

confidence: 99%

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

et al. 2008

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Thirty-seven children 15-25 months of age received clinical diagnoses of autism spectrum disorder (ASD) and were reevaluated two years later. All subjects were judged to have retained a diagnosis of ASD at the follow-up evaluation. Communication scores for the group as a whole during the first visit were significantly lower than nonverbal IQ. However, by the second visit, verbal and nonverbal scores were no longer significantly different. The group was divided into two subgroups, based on expressive language (EL) outcome at the second visit. The two groups were similar in the second year of life in terms of expressive communication skills and autistic symptoms, except for a trend toward more stereotypic and repetitive behavior in the worse outcome group. By the second visit, however, the groups differed significantly on all standard measures of expression and reception, as well as on autistic symptomotology and nonverbal IQ. When assessed during their second year, children who ended up in the better outcome group showed higher average nonverbal cognitive level, receptive language (RL) scores, number of sounds and words produced, use of symbolic play schemes, and response to joint attention bids. Regression analysis revealed that the variables for which significant differences between the two outcome groups in their second year of life were found provided significant prediction of EL outcome at age four. Stepwise regression identified RL and presence of stereotypic and repetitive at the first visit as significantly associated with EL outcome. Implications of these findings for early identification and intervention are discussed.

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“…There is growing evidence that diagnosis of autism by age 3, and even by age 2, is stable over time (Chawarska et al 2007;Kleinman et al 2008). However, the median age of identification is 5.7 years (Shattuck et al 2009).…”

mentioning

confidence: 99%

Imitation Assessment and Its Utility to the Diagnosis of Autism: Evidence from Consecutive Clinical Preschool Referrals for Suspected Autism

Vanvuchelen

Roeyers

Weerdt

2010

J Autism Dev Disord

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The present study sought to examine imitation difficulties as a risk factor for autism. Imitation aptitude was examined in 86 preschoolers suspected of autism (1.9-4.5 years) using the Preschool Imitation and Praxis Scale (PIPS). Differences between imitation, language, motor age-equivalents and nonverbal mental age were used to predict the diagnosis of autism. Multidisciplinary team diagnoses and ADOS-G classifications were used to differentiate children with autism spectrum disorders and non-spectrum developmental disorders. Two factors were found to be significantly associated with autism using simple logistic regression analyses: procedural imitation delay and receptive language delay. In a multivariable setting, only procedural imitation delay remained a significant predictor of autism. Results are new to the literature and require replications.

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Autism spectrum disorder in the second year: stability and change in syndrome expression

Abstract: The study provides support for stability of clinical diagnosis and syndrome expression in the second year and highlights advantages and limitations of the ADI-R and ADOS-G for diagnosing and documenting symptoms of ASD in infants.

Cited by 310 publications

References 38 publications

Systematic review of tools to measure outcomes for young children with autism spectrum disorder

Systematic review of tools to measure outcomes for young children with autism spectrum disorder

Language outcomes of toddlers with autism spectrum disorders: a two year follow‐up

Imitation Assessment and Its Utility to the Diagnosis of Autism: Evidence from Consecutive Clinical Preschool Referrals for Suspected Autism

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