The assessment of autistic children: a selective review of available instruments

Parks, Susan L.

doi:10.1007/bf01531565

Cited by 114 publications

(35 citation statements)

References 18 publications

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“…This heterogeneity has been attributed to the structure of the diagnostic systems (Parks, 1983), and to the incorrect use of diagnostic systems (Cohen, Paul, & Volkmar, 1986;Meehl, 1986). Identifying more homogeneous behavioral subgroups would increase the inferential power of developmental, genetic, imaging, neuroanatomic, and neurophysiological studies of autism (Dahl, Cohen, & Provence, 1986;Eaves, Ho, & Eaves, 1994;Horowitz & Rumsey, 1994;Piven & Folstein, 1994;Rapin, 1991;Reichler & Lee, 1987;Tsai & Ghaziuddin, 1992;Waterhouse, 1994).…”

mentioning

confidence: 97%

Diagnosis and classification in autism

Waterhouse

Morris

Allen

et al. 1996

J Autism Dev Disord

119

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This study compared four systems for the diagnosis of autism (DSM-III, DSM-III-R, DSM-IV, and ICD-10) with two empirically derived taxa of autism, and with three social subgroups of autism (Aloof, Passive, and Active-but-Odd) in 194 preschool children with salient social impairment. There were significant behavior and IQ differences between autistic and other-PDD groups for all four diagnostic systems, and a significant association was found (a) for Taxon B, diagnoses of autism, and the Aloof subgroup, and (b) for Taxon A, other-PDD, and the Active-but-Odd subgroup. Findings offer support for two major overlapping continua within idiopathic Pervasive Developmental Disorder.

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mentioning

confidence: 97%

Diagnosis and classification in autism

Waterhouse

Morris

Allen

et al. 1996

J Autism Dev Disord

119

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“…Seldom have the same adaptive behavior measures or screening instruments been applied broadly across a large population cohort (Freeman, Ritvo, & Schroth, 1984;Freeman & Schroth, 1984;Janicki & Jacobson, 1983;Janicki, Lubin, & Freeman, 1983;Parks, 1983;Wing, 1982).…”

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confidence: 97%

Differences in adaptive functioning among people with autism or mental retardation

Jacobson

Ackerman

1990

J Autism Dev Disord

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This report describes differences in motoric and instrumental activity of daily living skills (MADLs and IADLs) between 1,442 people with autism and 24,048 people with mental retardation, using data from an adaptive behavior measure. Comparisons were made using groups defined by age (5-12, 13-21, and 21-35 years) and intellectual level. Diagnoses of record were confirmed through group analyses of rates of problem behaviors consistent with autism and comparison to an independent data base. Findings suggest that at ages 5-12 the skills of children with autism are more developed than those of children with mental retardation matched by age and intellectual level. However, in the older groups these differences diminish, and with increasing age (21-35 years) more developed instrumental skills are observed for people with mental retardation.

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“…Studies of Fragile X and Cornelia de Lange syndromes have identified such differences although this may not be considered for other syndrome groups. However, the original reliability figures were based on percentage agreement, which does not consider the influence of chance and raters were not blind to clinical diagnosis when discriminative validity was tested (Parks, 1983;Volkmar et al, 1988). Further studies using more stringent measures have indicated that internal consistency is good for total score but poor on subscales.…”

Section: Assessment Of Asd In Individuals With Intellectual Disabilitmentioning

confidence: 99%

The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes

Moss

Howlin

Oliver

2012

The Oxford Handbook of Intellectual Disability and Development

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This chapter considers the prevalence and nature of Autism Spectrum Disorders (ASD) and associated symptomatology in the intellectual disability population, with particular focus on three genetically determined syndromes—Fragile X syndrome, Tuberous Sclerosis Complex, and Rett syndrome—that have received particular attention with respect to their association with ASD. It then considers the importance of accurate assessment and diagnosis of ASD in individuals with genetically determined syndromes. It describes the methods and tools available for assessing ASD in individuals with intellectual disability, and explores the appropriateness of these assessments for identifying ASD in individuals with genetically determined syndromes associated with intellectual disability.

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The assessment of autistic children: a selective review of available instruments

Cited by 114 publications

References 18 publications

Diagnosis and classification in autism

Diagnosis and classification in autism

Differences in adaptive functioning among people with autism or mental retardation

The Assessment and Presentation of Autism Spectrum Disorder and Associated Characteristics in Individuals with Severe Intellectual Disability and Genetic Syndromes

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