Evaluating Social Interactions Using the Autism Screening Instrument for Education Planning-3rd Edition (ASIEP-3): Interaction Assessment in Children and Adults with Fragile X Syndrome

Abstract

An efficient and direct measure of social interactions and autism symptoms is needed for fragile X syndrome (FXS) research and clinical care. The Autism Screening Instrument for Educational Planning-Third Edition (ASIEP-3) Interaction assessment is a brief standardized measure that quantifies social responses under different conditions. The feasibility and validity of the ASIEP-3 was evaluated in 26 males and 13 females with FXS, along with cognitive testing and behavior questionnaires. The videos were scored at 10-second intervals, and the observed behaviors were scored as an interaction, independent play, no response, or aggression. In total, 39/41 participants successfully completed the ASIEP-3 (age M = 14.4 ± 10.2), with a range of cognitive abilities (abbreviated IQ (ABIQ) M = 58.9 ± 17.3, median = 50), behaviors (Aberrant Behavior Checklist (ABC) Total M = 37.00 ± 27.3), and autism diagnoses (N = 22/39). Reliable administration was demonstrated by all team members. The mean coded behaviors included interaction (40.6%), independent play (36.8%), no response (21.1%), and aggressive behavior (<10%). The interaction score was negatively correlated with the Social Communication Questionnaire (SCQ) score (p = 0.037), and the profiles differed by autism spectrum disorder (ASD) diagnosis. The intraclass correlation coefficients (ICCs) ranged from 0.79 to 0.93 for master’s level and above. Administration of the ASIEP-3 was feasible for FXS across sex, age, ability, and behavior ratings by a trained research team. Reliable scoring required advanced training in the assessment of social development and FXS experience. The scores correlated to ratings and diagnoses of ASD. The ASIEP-3 shows promise to reliably index social interactions in FXS.

Implementation of Islamic Religious Education Learning and Character in the New Normal Era

“…Planning is an important part when going to do an activity. Planning involves a broad series of decisions and explanations of objectives, policies, programs, specific methods and procedures, and program activities (Cordeiro et al, 2020); (Lambrecht et al., 2022). Learning planning is a systematic approach that includes analysing learning needs, formulating learning objectives, developing teaching materials, and evaluating tools to achieve the expected learning objectives (Arora, Fiorino, Pellier, Métivier, & Pesty, 2018); (Hayes et al, 2022).…”

Fragile X Syndrome: Recent Research Updates toward Capturing Treatments’ Improvement in Clinical Trials

“…The ADOS-2′s utility as an outcome measure in FXS research is significantly hindered by its inability to capture change in symptom severity over time. In this pilot study, the authors showed that the ASIEP-3 Interaction Assessment can be reliably administered across a wide range of ages and ability levels among males and females with FXS [ 9 ]. The score profiles correlated well with expected behaviors observed in FXS with ASD revealing a lower percentage of time engaged in interactions and more instances of decreased social responses without significant floor or ceiling effects.…”

“…Additionally, the ASIEP-3 Interaction Assessment was shown to be patient-friendly with use of toys and objects of interest to each specific patient, as well as a time-efficient measure. Together, results from this study showed that the ASIEP-Interaction Assessment may be a promising and useful measure for the quantification of social interaction skills in individuals with FXS [ 9 ].…”