Feasibility of psychosis risk assessment for adolescents diagnosed with autism

Autism ◽  
2020 ◽  
Vol 24 (4) ◽  
pp. 834-850 ◽  
Author(s):  
Camille S Wilson ◽  
Laura Anthony ◽  
Lauren Kenworthy ◽  
Rivka Fleischman ◽  
Caroline Demro ◽  
...  
Keyword(s):  
Risk Assessment ◽  
Psychiatric Symptoms ◽  
Language Skills ◽  
Behavioral Responses ◽  
Structured Interview ◽  
Error Rates ◽  
Typically Developing ◽  
Adolescents With Autism ◽  
Psychosis Risk ◽  
Response Errors

Autism and psychosis share overlapping clinical features and can occur comorbidly. Given growing recognition that early identification of psychosis risk symptoms may lead to better functional outcomes, the field needs valid tools for use in the assessment of psychosis risk symptoms within autism. This study employed a multi-method approach to evaluate the utility of a psychosis risk assessment tool, the Structured Interview for Psychosis-Risk Syndromes, for use with adolescents with autism. A total of 43 adolescents (N = 21 with autism, N = 22 typically developing) were interviewed using the positive symptom domain of the Structured Interview for Psychosis-Risk Syndromes. Study participant answers to interview questions were coded for verbal and behavioral responses, and error rates were compared between groups. Results indicate that adolescents with autism (all of whom had intact language skills) did not significantly differ from typically developing peers when answering questions about positive psychosis risk symptoms. A majority of verbal responses (93%) and behavioral responses (89%) to Structured Interview for Psychosis-Risk Syndrome items were rated as adequate for both groups, suggesting that the positive domain items from the Structured Interview for Psychosis-Risk Syndromes can be used with adolescents with autism. Regardless of diagnosis, higher rates of response errors were significantly correlated with greater difficulty understanding ambiguous language and increased interview times. Structured Interview for Psychosis-Risk Syndrome interviewers are cautioned to use follow-up probes to clarify items that might be confusing to participants and/or have higher response error rates for all adolescents, irrespective of autism status, to prevent false-positive responses for people with and without autism. Lay abstract Individuals with autism may experience a variety of psychiatric symptoms that may cause distress and difficulty functioning. The tools that exist to help evaluate symptoms for psychosis for individuals with autism are limited. We investigated whether a specialized interview for symptoms of psychosis risk could be used for adolescents with autism. We recruited 21 adolescents with autism and 22 typically developing adolescents and interviewed them using the Structured Interview for Psychosis-Risk Syndromes. Participants were asked to rephrase interview questions as a way to understand how they interpreted the question. Their responses were evaluated by clinicians and third-party raters to determine potential response errors. Results of the study showed that youth with autism who have intact language skills are able to answer questions about psychosis risk symptoms as well as their typically developing peers. In general, adolescents across both groups who had more difficulty with nonliteral language (understanding words with multiple meanings) had more difficulty completing the Structured Interview for Psychosis-Risk Syndromes. Problematic items that required more clarification by the clinician involved misinterpretation of words/phrases or questions. Care should be taken to ensure adolescents understand the intent of interviewer questions when assessing risk of psychosis.

scholarly journals Assessing language skills in adolescents with autism spectrum disorder

2018 ◽  
Vol 34 (2) ◽  
pp. 101-113 ◽  
Author(s):  
Diane King ◽  
Olympia Palikara
Keyword(s):  
Narrative Analysis ◽  
Language Skills ◽  
Receptive Language ◽  
Autism Spectrum ◽  
Pragmatic Language ◽  
Typically Developing ◽  
Adolescents With Autism ◽  
Evaluative Language ◽  
Teachers And Parents ◽  
Adolescents With Asd

Language abilities in adolescents with autism spectrum disorders (ASDs) are variable and can be challenging to ascertain with confidence. This study aimed to compare and evaluate different forms of language assessment: standardized language testing, narrative analysis and parent/teacher reports. 14 adolescents with ASD and 14 typically developing adolescents matched on age, gender and nonverbal ability were assessed using a number of standardized assessments for receptive and expressive language skills, a standardized narrative test, two experimental narrative assessments and a parent/teacher report measure of pragmatics. The findings were that, although adolescents with ASD scored within the normal range on expressive and receptive language, their performance on narrative tasks revealed difficulties with both structural and evaluative language. It should be noted that both teachers and parents rated the pragmatic language skills of the young people with ASD as significantly lower than those of the typically developing group but parents were more likely than teachers to additionally identify difficulties in speech and syntax. The implications of these results for professionals in terms of assessing the language skills of adolescents with ASD and for the planning of appropriate intervention are discussed.

PARENT-CHILD AGREEMENT ON CHILD PSYCHIATRIC SYMPTOMS ASSESSED VIA STRUCTURED INTERVIEW

1986 ◽  
Vol 27 (2) ◽  
pp. 181-190 ◽  
Author(s):  
Craig Edelbrock ◽  
Anthony J. Costello ◽  
Mina K. Dulcan ◽  
Noelle Calabro Conover ◽  
Robert Kala
Keyword(s):  
Psychiatric Symptoms ◽  
Structured Interview ◽  
Child Psychiatric ◽  
Child Psychiatric Symptoms ◽  
Parent Child

scholarly journals The Association between Difficulties with Speech Fluency and Language Skills in a National Age Cohort of Children with Down Syndrome

2021 ◽  
Vol 11 (6) ◽  
pp. 704
Author(s):  
Kari-Anne B. Næss ◽  
Egil Nygaard ◽  
Hilde Hofslundsengen ◽  
J. Scott Yaruss
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Typically Developing ◽  
Typically Developing Children ◽  
Cross Sectional ◽  
Exact Test ◽  
Children With Down Syndrome ◽  
Speech Fluency ◽  
Age Cohort ◽  
Student’S T

The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

scholarly journals Understanding factors relevant to poor sleep and coping methods in people with schizophrenia

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yen-Ching Chang ◽  
Megan C. Chang ◽  
Yun-Jou Chang ◽  
Ming-De Chen
Keyword(s):  
Mental Health ◽  
Sleep Quality ◽  
Mental Health Professionals ◽  
Sleep Problems ◽  
Psychiatric Symptoms ◽  
Structured Interview ◽  
Community Dwelling ◽  
Poor Sleep ◽  
Coping Methods

Abstract Background Sleep disruption is pervasive in people with schizophrenia, but few studies have explored their sleep experiences. This study aims to identify factors relevant to sleep problems and explore coping methods used by community-dwelling people with schizophrenia. Methods Eighteen participants with schizophrenia were recruited from three mental health centers in Taiwan. They completed a semi-structured interview and the Pittsburgh Sleep Quality Index (PSQI) assessment. The Person-Environment-Occupation model offered a framework to assess factors related to sleep. Thematic analysis was used for the qualitative data analysis. Results Factors related to sleep were classified under person, environment, and occupation domains. The person domain included three subthemes: psychiatric symptoms, unpleasant emotions, and frustration about sleep. The environment domain included three subthemes: sensory intrusions from the environment, quality of bedding, and roommates. The occupation domain included sleep interruption and sleep preparation. There were notable discrepancies in sleep quality between the participants’ narratives and their PSQI global scores. Regarding coping methods for poor sleep, sleep medication was the primary strategy while some participants also used other strategies, such as modifying the environment, adjusting routines, or engaging in activities that improve sleep quality. Conclusions Psychiatric symptoms and nightmares were identified as unique sleep disruptions in people with schizophrenia, and poor economic status was also found to impact their sleep. The sleep quality of people with schizophrenia tends to be poor, as identified by the PSQI, even though they may have positive perceptions of their sleep quality. Our participants appeared to prefer to take hypnotics to address their sleep problems, which may be due to limited knowledge about alternatives. Mental health professionals are encouraged to receive training in the application of non-pharmacological approaches to support their clients’ issues related to sleep.

Connective use in the narratives of bilingual children and monolingual children with SLI

2015 ◽  
Vol 20 (1) ◽  
pp. 98-113 ◽  
Author(s):  
ELENA TRIBUSHININA ◽  
WILLEM M. MAK ◽  
ELIZAVETA ANDREIUSHINA ◽  
ELENA DUBINKINA ◽  
TED SANDERS
Keyword(s):  
Structural Properties ◽  
Language Production ◽  
Error Rates ◽  
Bilingual Children ◽  
Typically Developing ◽  
Input Quantity ◽  
Frequency Distributions ◽  
Bilingual Group ◽  
Crosslinguistic Influence ◽  
Discourse Connectives

Differences between monolinguals and bilinguals are often attributed to crosslinguistic influence. This paper compares production of discourse connectives by Dutch–Russian bilinguals (Dutch-dominant), typically-developing Dutch/Russian monolinguals and Russian-speaking children with SLI. If non-target-like production in bilinguals is due to crosslinguistic influence, bilinguals should perform differently from both impaired and unimpaired monolinguals. However, if differences between bilinguals and monolinguals are due to other factors (e.g., input quantity, processing capacities), bilinguals’ language production might be similar to that of children with SLI. The results demonstrate that language dominance determines the direction of crosslinguistic influence. In terms of frequency distributions of Russian connectives across pragmatic contexts, the bilingual group performed differently from both monolingual groups and the differences were compatible with the structural properties of Dutch. However, based on error rates and types bilinguals could not be distinguished from the SLI group, suggesting that factors other than crosslinguistic influence may also be at play.

scholarly journals Modality differences in ERP components between somatosensory and auditory Go/No-go paradigms in prepubescent children

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259653
Author(s):  
Hiroki Nakata ◽  
Miho Takezawa ◽  
Keita Kamijo ◽  
Manabu Shibasaki
Keyword(s):  
Reaction Time ◽  
Behavioral Responses ◽  
Event Related Potentials ◽  
Error Rates ◽  
Peak Latency ◽  
Peak Amplitude ◽  
Time Variability ◽  
Commission Error ◽  
Reaction Time Variability ◽  
Related Potentials

We investigated modality differences in the N2 and P3 components of event-related potentials (ERPs) between somatosensory and auditory Go/No-go paradigms in eighteen healthy prepubescent children (mean age: 125.9±4.2 months). We also evaluated the relationship between behavioral responses (reaction time, reaction time variability, and omission and commission error rates) and amplitudes and latencies of N2 and P3 during somatosensory and auditory Go/No-go paradigms. The peak latency of No-go-N2 was significantly shorter than that of Go-N2 during somatosensory paradigms, but not during auditory paradigms. The peak amplitude of P3 was significantly larger during somatosensory than auditory paradigms, and the peak latency of P3 was significantly shorter during somatosensory than auditory paradigms. Correlations between behavioral responses and the P3 component were not found during somatosensory paradigms. On the other hand, in auditory paradigms, correlations were detected between the reaction time and peak amplitude of No-go-P3, and between the reaction time variability and peak latency of No-go-P3. A correlation was noted between commission error and the peak latency of No-go-N2 during somatosensory paradigms. Compared with previous adult studies using both somatosensory and auditory Go/No-go paradigms, the relationships between behavioral responses and ERP components would be weak in prepubescent children. Our data provide findings to advance understanding of the neural development of motor execution and inhibition processing, that is dependent on or independent of the stimulus modality.

Turkish version of Structured Interview of Psychosis-Risk Syndromes (SIPS) and proposal of a brief version of SIPS as a pretest risk enrichment

2022 ◽  
Author(s):  
Ayşegül Tonyalı ◽  
Gül Karaçetin ◽  
Arzu Kanık ◽  
Elif Ertaş ◽  
Ugur Karabağ ◽  
...  
Keyword(s):  
Structured Interview ◽  
Turkish Version ◽  
Psychosis Risk

Psychopathology

2016 ◽  
pp. 147-170 ◽  
Author(s):  
Eduardo Fonseca Pedrero ◽  
Diane C. Gooding ◽  
Martin Debbané ◽  
José Muñiz
Keyword(s):  
Risk Assessment ◽  
At Risk ◽  
High Risk ◽  
Mental States ◽  
Psychological Process ◽  
Cognitive Symptoms ◽  
Need For Care ◽  
Measurement Instruments ◽  
Psychosis Risk ◽  
Higher Cognitive Functions

This chapter reviews the assessment of psychopathology, with a focus on psychosis and clinically related phenomena and conditions, such as prodromal phases and at-risk mental states of psychosis. The psychosis syndrome, which is characterized by a disruption of higher cognitive functions, can be found when any basic psychological process (e.g., memory, attention, etc.) is altered. It is used here as an example of psychopathological disorder. The chapter begins with an overview of the psychosis syndrome as a model of psychopathological disorder, emphasizing its core domains (i.e., positive, negative, and cognitive symptoms). It discusses the main psychological tests and procedures for psychosis assessment and provides an overall review of measurement instruments for psychosis risk assessment from both clinical and psychometric high-risk paradigms, where psychological testing plays a crucial role in terms of detecting people at risk for psychosis prior to developing serious mental disorder and need for care.

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