Development and psychometric evaluation of a <scp>Thai Diagnostic Autism Scale</scp> for the early diagnosis of <scp>Autism Spectrum Disorder</scp>

Tangviriyapaiboon, Duangkamol; Sirithongthaworn, Samai; Apikomonkon, Hataichanok; Suyakong, Chidawan; Srikummoon, Pimwarat; Kawilapat, Suttipong; Traisathit, Patrinee

doi:10.1002/aur.2631

Cited by 10 publications

(13 citation statements)

References 39 publications

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“…The study conducted a cut-off score to evaluate items in each of the construct: core 1 (I am sure the item can measure the construct), 0 (I am not sure the item can measure the construct), or -1 (I am sure the item cannot measure the construct). The items should be removed if IOC score lower than 0.5 level rating [ 30 ]. At last, 25 items (4 items mearing perceived usefulness [ 12 , 31 , 32 ]; 4 items mearing Satisfaction [ 31 , 33 , 34 ]; 4 items mearing Confirmation [ 35 , 36 ]; 4 items mearing Self-efficacy [ 36 – 38 ]; 5 items mearing Information Quality [ 31 , 39 , 40 ]; and 4 items mearing Continuance Intention [ 36 , 41 , 42 ] were validated shown as Table 1 .…”

Section: Methodsmentioning

confidence: 99%

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Phongsatha

2022

PLoS ONE

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Background Blended learning in DESEC only started after the introduction of the internet in recent 5 years. However, there is still no research paying attention to this region, because the area is remote and research subjects are not easily accessible. This article has potential application value in helping the government and educational institutions to make decisions on blended learning strategies supporting poverty alleviation through education in poor and remote areas and ethnic region. The study will be the first to examine satisfaction and continuance intention of blended learning in the DESEC. Objective To identify junior high students’ perception of satisfaction and continuance intention for blended learning in DESEC. To identify the strongest factors affecting junior high students’ satisfaction and continuance intention of blended learning in DESEC. Methods A subsample of 635 junior high students participated online survey with consent of their parents verbally in computer room in schools under teacher’s instruction. Data was coded and analyzed to generate descriptive statistics and inferential statistics. Structural equation model was used to evaluate the model of satisfaction and continuance intention of blended learning. Results The level for evaluating students’ agreement on each of item were interpreted “agree” (3.76–3.89). The model explained variances (R2) of Continuance Intention, Satisfaction and Perceived usefulness were 0.665,0.766,0.718 respectively. Information quality, self-efficacy and confirmation directly and indirectly contribute to junior high students’ satisfaction with blended learning, which further confirmed their continuance intention of blended learning. Conclusion Information quality was the strongest factor affecting the junior high students’ continuance intention of using blended learning, while confirmation was the strongest factor affecting the junior high students’ satisfaction of using blended learning in DESEC. Junior high students do not have a strong and distinct perception on satisfaction and continuance intention for blended learning in DESEC.

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Section: Methodsmentioning

confidence: 99%

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Phongsatha

2022

PLoS ONE

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“…Thus, the plausible scores from TDAS ranged from 0 to 60 points. Children were classified as ASD if they attained a single score for each of the A1–A3 domains and at least two of the B1–B4 domains [ 20 ]. The TDAS assessment was conducted by hospital staff with clinical or research certification after undergoing 3 days of training for TDAS administration.…”

Section: Methodsmentioning

confidence: 99%

“…Meanwhile, the limited number of current practitioners will inevitably have led to missed or late diagnoses of ASD. Therefore, the Thai Diagnostic Autism Scale (TDAS) was recently developed as a new tool primarily used for the early diagnosis of ASD among Thai children aged 12–48 months old [ 20 ]. TDAS is designed to be used by multidisciplinary teams comprising health professionals and nurses but can also serve as an additional ASD diagnostic instrument for physicians.…”

Section: Introductionmentioning

confidence: 99%

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The Optimal Cut-Off Point for Thai Diagnostic Autism Scale and Probability Prediction of Autism Spectrum Disorder Diagnosis in Suspected Children

et al. 2022

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The Thai Diagnostic Autism Scale (TDAS) was developed to diagnose autism spectrum disorder (ASD) under the context and characteristics of the Thai population. Although the tool has an excellent agreement, the interpretation of diagnostic results needs to rely on the optimal cut-off point to maximize efficiency and clarity. This study aims to find an optimal cut-off point for TDAS in the diagnosis of ASD and to compare its agreement with the DSM-5 ASD criteria. This study was conducted on 156 children aged 12–48 months old who were suspected of having ASD and had enrolled from hospitals in the four regions of Thailand in 2017–2018. The optimal cut-off point for TDAS was considered by using receiver operating characteristic (ROC) curves according to the DSM-5 ASD criteria. The areas under the curve (AUCs) for TDAS and ADOS-2 were also compared. Multivariable logistic regression was performed to create a predictive model for the probability of ASD. The AUC of TDAS was significantly higher than that of ADOS-2 (0.8748 vs. 0.7993; p = 0.033). The optimal cut-off point for TDAS was ≥20 points (accuracy = 82.05%, sensitivity = 82.86%, and specificity = 80.93%). Our findings show that TDAS with a cut-off point can yield higher diagnostic accuracy than ADOS-2 and TDAS domain. Diagnosis by using this cut-off point could be useful in practical assessments.

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“…However, diagnosing autism is particularly burdensome in early childhood due to the complexity of ASD development and etiopathogenesis, which compels physicians to endeavor novel diagnostic strategies ( 64 – 71 ). The topic of oral, dental, and periodontal health in the early pediatric life of ASD subjects is still missing from the correct management of these individuals by pediatricians and pediatric dentistry ( 72 , 73 ).…”

Section: Oral Health Prevention In the Autistic Subject As Early As P...mentioning

confidence: 99%

Insights on dental care management and prevention in children with autism spectrum disorder (ASD). What is new?

Zerman

Zotti²,

Chirumbolo³

et al. 2022

Front. Oral. Health

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Autistic subjects represent a severe concern to dentistry due to the considerable difficulty in managing their oral health, maintaining routine toothbrushing, and preventing dental and periodontal problems. The social and economic burden of managing dental care in autism spectrum disorder (ASD) children is particularly cumbersome for families and public and private health expenditure, especially when children reach the dentist following a late diagnosis with evident oral health problems. An early diagnosis of ASD helps dentists better address these children's oral health. Unfortunately, insufficient attention is paid to the training and education of general pediatricians, dentists, and dental hygienists, allowing them to get to approach the different clinical aspects of ASD. Usually, children diagnosed with ASD are scheduled for dental appointments like their neurotypical peers, whereas their needs are typically complex and personalized. Scant attention is also devoted to these patients by commercial manufacturers of dental products and devices for oral hygiene and prevention of caries and periodontal diseases, leaving parents without the support and often failing when they address the oral health of autistic children. The difficulties of oral care do not derive simply from the behavior of ASD patients, as is commonly assumed, and therefore cannot be overcome solely by the patience and attention of parents and dentists. Genetics, dietary habits, sensory impairments, and cognition disorders are other causes contributing in various degrees to the impact on the mood and psychological reactions of autistic children towards dentists. How can we prevent teeth caries, periodontal disorders, and other oral health impairments by properly managing ASD children? This manuscript gives an up-to-date overview of these problems and helps to provide good remarks.

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Development and psychometric evaluation of a Thai Diagnostic Autism Scale for the early diagnosis of Autism Spectrum Disorder

Cited by 10 publications

References 39 publications

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

Satisfaction and continuance intention of blended learning from perspective of junior high school students in the directly-entering-socialism ethnic communities of China

The Optimal Cut-Off Point for Thai Diagnostic Autism Scale and Probability Prediction of Autism Spectrum Disorder Diagnosis in Suspected Children

Insights on dental care management and prevention in children with autism spectrum disorder (ASD). What is new?

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