Preliminary acceptability and psychometrics of the infant–toddler social and emotional assessment (ITSEA): A new adult-report questionnaire

Briggs‐Gowan, Margaret J.; Carter, Alice S.

doi:10.1002/(sici)1097-0355(199824)19:4<422::aid-imhj5>3.0.co;2-u

Cited by 156 publications

(131 citation statements)

References 46 publications

(47 reference statements)

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“…The 169-item Infant-Toddler Social-Emotional Assessment (ITSEA) 194 is a parent-completed questionnaire that assesses three broad problem domains -Externalising, Internalizing and Dysregulation -along with Competence. Visser et al 195 failed to report statistics for scale reliability (but did report mean ICCs of 0.7) for mothers and fathers, indicating acceptable inter-rater reliability.…”

Section: Infant-toddler Social-emotional Assessmentmentioning

confidence: 99%

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: Infant-toddler Social-emotional Assessmentmentioning

confidence: 99%

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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“…25 These measures spanned a series of behavioral dimensions, which then were categorized into 2 overall scores.…”

Section: Child Behaviormentioning

confidence: 99%

Randomized Trial of the Early Start Program of Home Visitation

Grant²,

et al. 2005

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ABSTRACT. Objective. To evaluate the extent to which a program of home visitation (Early Start), targeted at families who are facing stress and difficulty, had beneficial consequences for child health, preschool education, service utilization, parenting, child abuse and neglect, and behavioral adjustment.Methods. The study used a randomized, controlled trial design in which 220 families who were participating in the Early Start program were contrasted with a control series of 223 families who were not participating in the program. Families were enrolled in the program after population screening that was conducted by community health nurses. Families were enrolled in the program for up to 36 months. Outcomes were assessed at 6, 12, 24, and 36 months after trial entry. Results. Families in the Early

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“…Studies using diagnostic methods with preschoolers are relatively recent and thus, little is known about the predictive validity of DBDs in young children. Existing data suggest moderate stability of disruptive behavior problems in preschool children (Briggs-Gowan & Carter, 1998;Lavigne et al, 1998;Mathiesen & Sanson, 2000;Pierce, Ewing, & Campbell, 1999;Speltz et al, 1999). In order to advance scientific understanding in this area, explorations of predictive validity must go beyond establishing stability per se to examining individual differences in these patterns.…”

Section: Predictive Utilitymentioning

confidence: 99%

Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us

Wakschlag

Leventhal

Briggs‐Gowan

et al. 2005

Clin Child Fam Psychol Rev

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This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multi-dimensional assessment of disruptive behavior in young children, including problems in modulation of negative affect and low competence is discussed. The ways in which the DB-DOS will elucidate distinctions between normative and atypical behavior during this developmental period via (a) the integration of qualitative and quantitative dimensions of behavior within a clinically-sensitive coding system, (b) the observation of child behavior both within, and outside of, the parent-child context and (c) the use of specially designed tasks to "press" for clinically salient behaviors are addressed. The promise of this new method for yielding a more precise, developmentally based description of the phenotype of early onset disruptive behavior problems and for providing a standardized clinical tool for observational assessment of disruptive behavior in young children is presented. Large-scale validation of the measure is currently underway.

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Preliminary acceptability and psychometrics of the infant–toddler social and emotional assessment (ITSEA): A new adult-report questionnaire

Cited by 156 publications

References 46 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

Randomized Trial of the Early Start Program of Home Visitation

Defining the “Disruptive” in Preschool Behavior: What Diagnostic Observation Can Teach Us

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