An initial examination of the psychometric properties of the Diagnostic Instrument for Social and Communication Disorders (DISCO-11) in a clinical sample of children with a diagnosis of Autism spectrum disorder

Introduction: The diagnostic interview for social and communication disorders (DISCO – 11; Wing 2006), is a semi-structured, interview-based instrument used in the diagnosis of children with autism spectrum disorder (ASD). This paper explores the psychometric properties of the DISCO-11 used in a specialist Paediatric clinical setting. Two key research questions were examined; (1) Does the factor structure of the DISCO-11 reflect the diagnostic and statistical manual 5th edition (DSM-5, American Psychiatric Association [APA], 2013) dyad of impairment in ASD? (2) Is there evidence of diagnostic stability over time using the DISCO? Methods: Review assessments of 65 children with ASD were carried out using standardised measures including the DISCO-11 and the autism diagnostic observation schedule. Results: The results revealed two factors resembling the DSM-5 algorithms, as used in DISCO-11, which were named as social-communication, and restricted and repetitive behaviours. The reliability, for the overall DISCO score was good (Cronbach’s alpha = 0.78). The social communication and social interaction subscale showed good reliability (Cronbach’s Alpha = 0.77) as did the restricted and repetitive patterns of behaviour, interests or activities subscale (Cronbach’s Alpha = 0.74). Acceptable internal reliability was found for the overall DISCO score and the subscales of social communication and social interaction and the restricted and repetitive patterns of behaviour, interests or activities. Test–retest showed good stability of diagnosis over time. Discussion: This study supports that the DISCO-11 shows potential as a valid and reliable instrument that can be used both for clinical and research purposes.

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Validity and reliability of a scale to measure knowledge and attitudes toward child atisum spectrum disorder among child caregivers: a study in northern Vietnam

Journal of Health and Development Studies ◽

10.38148/jhds.0404skpt20-047 ◽

2020 ◽

Vol 04 (04) ◽

pp. 120-129

Author(s):

Thu Ha Dinh ◽

◽

Thanh Thuy Hua ◽

Thi Hai Ha Le ◽

Thai Quynh Nguyen ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Validity And Reliability ◽

Cronbach’S Alpha ◽

Behavioral Challenges ◽

Cronbach's Alpha ◽

Knowledge And Attitudes ◽

Child Caregivers

Autism Spectrum Disorder (ASD) is a range of developmental disabilities, that can cause significant social, communication and behavioral challenges. This study was conducted in 2017 in order to develop and validate a scale to measure knowledge and attitudes toward child autism spectrum disorder among child caregivers. We interviewed 193 child caregivers in 2 northern provinces of Vietnam, namely Hoa Binh and Thai Binh. Exploratory Factor Analysis (EFA) and Cronbach’s alpha coefficient were used to determine validity and reliability of our scale. Findings indicated that our scale on knowledge, including 13 items distributed into 3 factors with relatively good correlation (0.58-0.79), could explain 82.5% of variability of knowledge. The scale on attitudes consisted of 6 questions, explained 52.8% of variability in attitudes and had a good Cronbach’s alpha of 0.76. The results demonstrated that our scale has satisfactory validity and reliability, thus, could be used to measure knowledge and attitudes towards child ASD among child caregivers. Key words: scale, autism spectrum disorder (ASD), validity, reliability, child caregivers, Vietnam

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Fostering Emotion Recognition in Children with Autism Spectrum Disorder

Multimodal Technologies and Interaction ◽

10.3390/mti5100057 ◽

2021 ◽

Vol 5 (10) ◽

pp. 57

Author(s):

Vinícius Silva ◽

Filomena Soares ◽

João Sena Esteves ◽

Cristina P. Santos ◽

Ana Paula Pereira

Keyword(s):

Autism Spectrum Disorder ◽

Social Interaction ◽

Emotion Recognition ◽

Facial Expressions ◽

Social Communication ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Support Vector ◽

Robotic Platform ◽

Children With Asd

Facial expressions are of utmost importance in social interactions, allowing communicative prompts for a speaking turn and feedback. Nevertheless, not all have the ability to express themselves socially and emotionally in verbal and non-verbal communication. In particular, individuals with Autism Spectrum Disorder (ASD) are characterized by impairments in social communication, repetitive patterns of behaviour, and restricted activities or interests. In the literature, the use of robotic tools is reported to promote social interaction with children with ASD. The main goal of this work is to develop a system capable of automatic detecting emotions through facial expressions and interfacing them with a robotic platform (Zeno R50 Robokind® robotic platform, named ZECA) in order to allow social interaction with children with ASD. ZECA was used as a mediator in social communication activities. The experimental setup and methodology for a real-time facial expression (happiness, sadness, anger, surprise, fear, and neutral) recognition system was based on the Intel® RealSense™ 3D sensor and on facial features extraction and multiclass Support Vector Machine classifier. The results obtained allowed to infer that the proposed system is adequate in support sessions with children with ASD, giving a strong indication that it may be used in fostering emotion recognition and imitation skills.

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Social (pragmatic) communication disorders and autism spectrum disorder

Archives of Disease in Childhood ◽

10.1136/archdischild-2014-306944 ◽

2015 ◽

Vol 101 (8) ◽

pp. 745-751 ◽

Cited By ~ 25

Author(s):

Gillian Baird ◽

Courtenay Frazier Norbury

Keyword(s):

Autism Spectrum Disorder ◽

Language Impairment ◽

Communication Disorders ◽

International Classification Of Diseases ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Pragmatic Language ◽

Clinical Disorder ◽

Dsm 5 ◽

Pragmatic Communication

Changes have been made to the diagnostic criteria for autism spectrum disorder (ASD) in the recent revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), and similar changes are likely in the WHO International Classification of Diseases (ICD-11) due in 2017. In light of these changes, a new clinical disorder, social (pragmatic) communication disorder (SPCD), was added to the neurodevelopmental disorders section of DSM-5. This article describes the key features of ASD, SPCD and the draft ICD-11 approach to pragmatic language impairment, highlighting points of overlap between the disorders and criteria for differential diagnosis.

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Autism spectrum disorder

10.1093/med/9780198739258.003.0024 ◽

2018 ◽

Author(s):

Sven Bölte ◽

Luise Poustka ◽

Hilde M. Geurts

Keyword(s):

Autism Spectrum Disorder ◽

Dual Diagnosis ◽

Social Communication ◽

Autism Spectrum ◽

Intervention Strategies ◽

Clinical Impact ◽

Spectrum Disorder ◽

Dsm 5 ◽

Individual Outcomes ◽

Dsm Iv

Autism spectrum disorder (ASD) is an early onset and persistent condition defined by alterations in social communication and social interation alongside repetitive, restricted stereotypic behaviours and interests causing disabilities. Until recently, research on the co-occurrence of ADHD with ASD has been limited by DSM-IV criteria, allowing no dual diagnosis of these two neurodevelopmental disorders. Since the DSM-5 permits a double diagnosis of ADHD plus ASD, research on their comorbidity has substantially increased. In addition to shared and distinct aetiological factors, studies have revealed a high clinical impact of the combined symptomatology on individual outcomes. This chapter provides a selective overview of behavioural, cognitive, and biological findings as well as intervention strategies in combined ADHD/ASD phenotypes.

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Social communication in children with autism spectrum disorder (asd): Correlation between DSM-5 and autism classification system of functioning-social communication (ACSF:SC)

Autism Research ◽

10.1002/aur.1772 ◽

2017 ◽

Vol 10 (7) ◽

pp. 1249-1258 ◽

Cited By ~ 4

Author(s):

Francesco Craig ◽

Isabella Fanizza ◽

Luigi Russo ◽

Elisabetta Lucarelli ◽

Lorenzo Alessandro ◽

...

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Classification System ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Dsm 5

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Toddlers to teenagers: Long-term follow-up study of outcomes in autism spectrum disorder

Autism ◽

10.1177/1362361319840226 ◽

2019 ◽

Vol 24 (1) ◽

pp. 41-50 ◽

Cited By ~ 5

Author(s):

Esther Ben-Itzchak ◽

Ditza A Zachor

Keyword(s):

Autism Spectrum Disorder ◽

Cognitive Ability ◽

Social Communication ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Adaptive Skills ◽

Developmental Quotient ◽

Changes Over Time ◽

Over Time

This prospective study examined the developmental changes over time of adolescents diagnosed in toddlerhood with autism spectrum disorder and searched for child characteristics at toddlerhood that predict outcome at adolescence. The study included 65 participants who were divided into low cognitive (developmental quotient < 85; N = 41) and high cognitive (developmental quotient ⩾ 85; N = 21) groups in adolescence. Participants underwent a comprehensive assessment of cognitive ability, adaptive skills, and autism severity. Significant differences in the current clinical phenotypes and in developmental changes over time were found between the two cognitive groups. At baseline, the high cognitive group had significantly less severe social communication deficits. Only the high cognitive group showed a decrease in social communication deficits over time. Although the two groups did not differ in their adaptive skills at the time of diagnosis, the high cognitive group had better adaptive skills at adolescence. Better adaptive communication skills in toddlerhood were associated with better outcome at adolescence in cognitive ability, adaptive skills, and fewer autism symptoms. Less impaired baseline social affect and better cognitive ability predicted higher cognitive level and adaptive skills at adolescence. Cognitive potential of individuals with autism spectrum disorder plays an important role in long-term outcome and comprehensive evaluations at toddlerhood have strong prognostic value in adolescence.

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The Alert Collector: Autism Spectrum Disorder: A Guide to the Latest Resources

Reference & User Services Quarterly ◽

10.5860/rusq.55n2.113 ◽

2015 ◽

Vol 55 (2) ◽

pp. 113

Author(s):

Michele Frasier-Robinson

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Neurodevelopmental Disorders ◽

The United States ◽

Autism Spectrum ◽

Repetitive Behaviors ◽

Spectrum Disorder ◽

Statistical Manual ◽

Diagnostic And Statistical Manual ◽

Dsm 5

Since the early 1990s there has been a steady escalation in the numbers of children diagnosed with autism spectrum disorder (ASD)—today it is considered the fastest growing developmental disability in the United States. In 2010, it was estimated that 1 in 68 children were affected by autism spectrum disorder. This is an increase of approximately 120 percent from the data collected ten years earlier. Identifying it as one of six neurodevelopmental disorders, the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) describes autism spectrum disorder as “a series of developmental disabilities characterized by impaired social communication and interaction skills, accompanied by the existence of repetitive behaviors or activities, such as rocking movements, hand clapping or obsessively arranging personal belongings.”

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Autism Spectrum Disorder: Past, Present, and Future

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.3.131 ◽

2013 ◽

Vol 22 (3) ◽

pp. 131-138 ◽

Cited By ~ 3

Author(s):

Pat Mirenda

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Diagnostic Category ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Communication Disorder ◽

Statistical Manual ◽

Diagnostic And Statistical Manual ◽

Dsm 5 ◽

Social Communication Disorder

Abstract This paper describes recent changes to the 5th edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) that may affect AAC service availability to individuals with Autism Spectrum Disorder (ASD) and Social Communication Disorder, a new diagnostic category. In addition, it provides a summary of research on the proportion of individuals with ASD who do not develop functional speech and, thus, rely on AAC. Finally, it emphasizes the importance of conventional literacy instruction for this population, with specific attention to the need to provide alternatives to handwriting, based on recent research.

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Diagnosing and Teaching Students with Social Communication Disorder in Included Classrooms

Journal of Education and Learning ◽

10.5539/jel.v9n4p94 ◽

2020 ◽

Vol 9 (4) ◽

pp. 94

Author(s):

Christopher F. Mulrine ◽

Betty Kollia

Keyword(s):

Autism Spectrum Disorder ◽

Social Communication ◽

Pervasive Developmental Disorders ◽

Developmental Disorders ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Pragmatic Language ◽

Communication Disorder ◽

Dsm 5 ◽

Social Communication Disorder

Autism Spectrum Disorder (ASD) was for many years considered to be one of five pervasive developmental disorders (PDD) as defined in the 4th edition of the Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) published by the American Psychiatric Association (APA, 2000). These disorders included Autism, Rett Syndrome, Childhood Disintegrative Disorder, PDD-NOS (not otherwise specified), and Asperger’s syndrome. The 2013, fifth revision of the manual (DSM-5) presented a modification in the diagnosis for Autism Spectrum Disorder. It is now being diagnosed as an inclusive disorder of a range of symptoms or autism related symptoms from mild to severe (APA, 2013). It has dropped four of the previous diagnoses and is now only one encompassing disability called Autism Spectrum Disorder. Using the new DSM-5 diagnostic criteria some students who were previously diagnosed as having Asperger’s Syndrome do not fit the new Autism Spectrum Disorder criteria. These students might now be diagnosed with Social Communication Disorder (SCD). This diagnosis meets the symptoms presented by these individuals more appropriately. SCD describes the social difficulties and pragmatic language differences that impact comprehension, production, and awareness in conversation that are not caused by delayed cognition or other language delays.

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