Caregiver- and Child-Reported Anxiety Using an Autism-Specific Measure: Measurement Properties and Correlates of the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD) in Verbal Young People with ASD

2020 ◽  
Author(s):  
Chui Pin Soh ◽  
Tze Jui Goh ◽  
Iliana Magiati ◽  
Min Sung
Keyword(s):  
Autism Spectrum Disorder ◽  
Young People ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Scale ◽  
Spectrum Disorder ◽  
Measurement Properties ◽  
Specific Measure

scholarly journals Systematic review of tools to measure outcomes for young children with autism spectrum disorder

2015 ◽  
Vol 19 (41) ◽  
pp. 1-506 ◽  
Author(s):  
Helen McConachie ◽  
Jeremy R Parr ◽  
Magdalena Glod ◽  
Jennifer Hanratty ◽  
Nuala Livingstone ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Young People ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Measurement Properties ◽  
Children With Asd

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.

scholarly journals Development of the anxiety scale for children with autism spectrum disorder (ASC-ASD)

2016 ◽  
Vol 9 (11) ◽  
pp. 1205-1215 ◽  
Author(s):  
Jacqui Rodgers ◽  
Sarah Wigham ◽  
Helen McConachie ◽  
Mark Freeston ◽  
Emma Honey ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Scale ◽  
Spectrum Disorder

scholarly journals Adaptación al español de la Anxiety Scale for Children with ASD (ASC ASD-P)

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Carmen Beneytez-Barroso ◽  
Araceli Del Pozo-Armenti ◽  
Domingo García-Villamisar ◽  
Jacqui Rodgers
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Scale ◽  
Spectrum Disorder ◽  
Children With Asd

El objetivo de este estudio fue la adaptación al español de la escala ASC ASD-P (Anxiety Scale for Children with Autism Spectrum Disorder, versión parental), único instrumento diseñado específicamente para evaluar la ansiedad en personas con autismo. Se empleó una muestra (N = 87) no probabilística, de conveniencia, formada por niños y adolescentes con TEA entre los 6 y los 18 años. Se realizó traducción directa e inversa. Se evaluó la estructura factorial y su correspondencia con las dimensiones de la versión original. Se calculó la validez de constructo con las escalas ERC, SSP e IUS. Se realizó análisis de consistencia interna mediante el coeficiente alfa de Cronbach. El análisis factorial exploratorio arrojó una solución de 4 factores, replicativos de la estructura de la escala original. Como medidas de validez convergente, se encontraron correlaciones estadísticamente significativas entre las distintas escalas con una significancia estadística de p < .01 en todas ellas. La consistencia interna fue de .925 para la escala completa. Los datos obtenidos ponen de manifiesto que la versión española de la escala ASC ASD replica la estructura factorial de la escala original y constituye un instrumento válido para la evaluación de la ansiedad en población con TEA.

scholarly journals Measurement properties of instruments that assess participation in young people with autism spectrum disorder: a systematic review

2017 ◽  
Vol 60 (3) ◽  
pp. 230-243 ◽  
Author(s):  
Francesca Lami ◽  
Kristine Egberts ◽  
Alexandra Ure ◽  
Rowena Conroy ◽  
Katrina Williams
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Young People ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Measurement Properties

scholarly journals Parent-Child Agreement Using the Spence Children’s Anxiety Scale and a Thermometer in Children with Autism Spectrum Disorder

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
T. May ◽  
K. Cornish ◽  
N. J. Rinehart
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Anxiety Scale ◽  
Spectrum Disorder ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Child Report ◽  
Children’S Anxiety ◽  
Spence Children’S Anxiety Scale

Children with Autism Spectrum Disorder (ASD) experience high anxiety which often prompts clinical referral and requires intervention. This study aimed to compare parent and child reports on the Spence Children’s Anxiety Scale (SCAS) and a child-reported “worry thermometer” in 88 children aged 8–13 years, 44 with ASD and 44 age, gender, and perceptual IQ matched typically developing children. There were no gender differences in child report on the SCAS and worry thermometers. Results indicated generally good correlations between parent and child self-reported SCAS symptoms for typically developing children but poor agreement in parent-child ASD dyads. The worry thermometer child-report did not reflect child or parent reports on the SCAS. Findings suggest 8–13-year-old children with ASD may have difficulties accurately reporting their anxiety levels. The clinical implications were discussed.

Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

2020 ◽  
Vol 29 (2) ◽  
pp. 586-596 ◽  
Author(s):  
Kaitlyn A. Clarke ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Diagnostic Category ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Alternative Communication ◽  
Speech Language Pathologists ◽  
Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

Sign in / Sign up

Export Citation Format

Share Document