The Scientific Study of Parents and Caregivers of Children with ASD: A Flourishing Field but Still Work to be Done

Background: This study aimed to evaluate the psychometric properties of the Thai version of the Autism Treatment Evaluation Checklist (Thai-ATEC); a tool which has been developed for Thai parents and caregivers who have children with autism spectrum disorder (ASD). Methods: Approval for this study was first obtained from the appropriate Ethics committee and from the original Autism Treatment Evaluation Checklist (ATEC) developers. This was a two-phase study. Phase 1 consisted of the forward–backward translation of the ATEC and phase 2 included the testing of psychometric properties, i.e. the validity and reliability of the final draft of the tool. The validity of the tool was assessed by comparing Thai-ATEC scores of parents and caregivers of 160 children with ASD with the assessment of a child and adolescent psychiatrist using DSM-V criteria on the same group of children. The inter-rater reliability of the tool was tested using a two-way model of intra-class correlation coefficient (ICC) for two-parent/caregivers’ assessment of 50 children with ASD. Results: The validity of the Thai-ATEC was moderate to high. A cut-off point of ≤38 scores was used to distinguish between children with ASD with mild symptoms and the rest of the children (sensitivity = 94%, specificity= 61.9%, and the area under ROC curve = 90%). A cut-off point of ≥68 scores was used to distinguish between children with ASD with a severe degree of symptoms and the rest (sensitivity = 94%, specificity = 62.8%, area under receiver operating characteristic curve = 85%). The inter-rater reliability was very strong (ICC = 0.97). Conclusions: The Thai-ATEC has moderate to high validity and high reliability.

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1382Adjustment for the Siblings of Children with Autism Spectrum Disorder during COVID-19

International Journal of Epidemiology ◽

10.1093/ije/dyab168.424 ◽

2021 ◽

Vol 50 (Supplement_1) ◽

Author(s):

Yuri Matsubara ◽

Alexander Fossi ◽

Sabra Townsend ◽

Wendy Ross

Keyword(s):

Daily Life ◽

Children With Autism ◽

The United States ◽

Autism Spectrum ◽

Thomas Jefferson ◽

Behavioral Issues ◽

Children With Asd ◽

Daily Schedule ◽

Spectrum Disorders ◽

Parents And Caregivers

Abstract Background During the COVID-19 pandemic, children with autism spectrum disorders (ASD) and neurotypical siblings of children with ASD and their parents and caregivers have been required to change their daily schedule. In this study, we focused on siblings of children with ASD to reveal their adjustment to their daily life. In addition, we examined their caregivers’ stress. Methods An online Qualtrics survey was given to caregivers of children with ASD on February, 2021 at Thomas Jefferson University in the United States. First, we assessed the severity of children with ASD. In addition, we examined how their neurotypical siblings adjusted to their daily life using the validated Strength and Difficulties Questionnaire (SDQ). Moreover, we analyzed caregivers’ stress and their socioeconomic status. Results Fifteen caregivers responded to the survey. 42% of children with ASD had behavioral issues beforehand, 80% of which showed worse behaviors during this pandemic. Siblings of children with ASD showed higher scores of difficulties in adapting to new routines during COVID-19. Some caregivers lost their jobs and caregivers of those with behavioral issues reported stress levels that were 4.4 points higher on the scale. Conclusions Siblings of children with ASD and their caregivers are facing difficulties in their daily life during this pandemic. Appropriate support systems for children with ASD, their siblings, and their parents and caregivers may help them with their better adjustment. Key messages Siblings of children with ASD show difficulties in adjusting, and their caregivers feel more stress during COVID-19 pandemic.

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The Influence of Language Context on Repetitive Speech Use in Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00003 ◽

2020 ◽

Vol 29 (1) ◽

pp. 327-334 ◽

Cited By ~ 1

Author(s):

Allison Gladfelter ◽

Cassidy VanZuiden

Keyword(s):

Autism Spectrum Disorder ◽

Autism Spectrum ◽

Individual Characteristics ◽

Receptive Vocabulary ◽

Spectrum Disorder ◽

School Age Children ◽

Social Responsiveness ◽

Contributing Factors ◽

Children With Asd ◽

Language Context

Purpose Although repetitive speech is a hallmark characteristic of autism spectrum disorder (ASD), the contributing factors that influence repetitive speech use remain unknown. The purpose of this exploratory study was to determine if the language context impacts the amount and type of repetitive speech produced by children with ASD. Method As part of a broader word-learning study, 11 school-age children with ASD participated in two different language contexts: storytelling and play. Previously collected language samples were transcribed and coded for four types of repetitive speech: immediate echolalia, delayed echolalia, verbal stereotypy, and vocal stereotypy. The rates and proportions of repetitive speech were compared across the two language contexts using Wilcoxon signed-ranks tests. Individual characteristics were further explored using Spearman correlations. Results The children produced lower rates of repetitive speech during the storytelling context than the play-based context. Only immediate echolalia differed between the two contexts based on rate and approached significance based on proportion, with more immediate echolalia produced in the play-based context than in the storytelling context. There were no significant correlations between repetitive speech and measures of social responsiveness, expressive or receptive vocabulary, or nonverbal intelligence. Conclusions The children with ASD produced less immediate echolalia in the storytelling context than in the play-based context. Immediate echolalia use was not related to social skills, vocabulary, or nonverbal IQ scores. These findings offer valuable insights into better understanding repetitive speech use in children with ASD.

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Disfluency Characteristics Observed in Young Children With Autism Spectrum Disorders: A Preliminary Report

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.2.42 ◽

2010 ◽

Vol 20 (2) ◽

pp. 42-50 ◽

Cited By ~ 11

Author(s):

Laura W. Plexico ◽

Julie E. Cleary ◽

Ashlynn McAlpine ◽

Allison M. Plumb

Keyword(s):

Autism Spectrum Disorders ◽

Young Children ◽

Children With Autism ◽

Descriptive Study ◽

Autism Spectrum ◽

Typically Developing ◽

Children With Asd ◽

Young Children With Autism ◽

Spectrum Disorders ◽

Developmental Stuttering

This descriptive study evaluates the speech disfluencies of 8 verbal children between 3 and 5 years of age with autism spectrum disorders (ASD). Speech samples were collected for each child during standardized interactions. Percentage and types of disfluencies observed during speech samples are discussed. Although they did not have a clinical diagnosis of stuttering, all of the young children with ASD in this study produced disfluencies. In addition to stuttering-like disfluencies and other typical disfluencies, the children with ASD also produced atypical disfluencies, which usually are not observed in children with typically developing speech or developmental stuttering. (Yairi & Ambrose, 2005).

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The Role of the SLP in Autism Spectrum Disorder Screening and Assessment

Perspectives on Language Learning and Education ◽

10.1044/lle15.2.50 ◽

2008 ◽

Vol 15 (2) ◽

pp. 50-59 ◽

Cited By ~ 1

Author(s):

Amy Philofsky

Keyword(s):

Language Development ◽

Critical Role ◽

Children With Autism ◽

Autism Spectrum ◽

Children With Asd ◽

Prevalence Estimates ◽

Notable Increase ◽

Screening Assessment ◽

Critical Components

AbstractRecent prevalence estimates for autism have been alarming as a function of the notable increase. Speech-language pathologists play a critical role in screening, assessment and intervention for children with autism. This article reviews signs that may be indicative of autism at different stages of language development, and discusses the importance of several psychometric properties—sensitivity and specificity—in utilizing screening measures for children with autism. Critical components of assessment for children with autism are reviewed. This article concludes with examples of intervention targets for children with ASD at various levels of language development.

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