Construct validity of the First-Year Inventory (FYI Version 2.0) in 12-month-olds at high-risk for Autism Spectrum Disorder

Autism ◽  
2020 ◽  
pp. 136236132094732
Author(s):  
Helen Y Lee ◽  
Cheryl Vigen ◽  
Lonnie Zwaigenbaum ◽  
Isabel M Smith ◽  
Jessica Brian ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Construct Validity ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Year ◽  
Infant Behavior ◽  
High Risk Infant ◽  
Observation Scale

This study examines the construct validity of the First-Year Inventory 2.0 with respect to other established instruments in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder and consists of two domains: Social-Communication and Sensory-Regulatory. Although the First-Year Inventory 2.0’s screening psychometrics have been examined, its construct validity has not been investigated. In a sample of 112 high-risk 12-month-olds, we examined the First-Year Inventory 2.0’s associations with the Autism Observation Scale for Infants, an observer-based Autism Spectrum Disorder screener, and with other developmental instruments measuring similar areas in social communication and regulatory functioning in young children. Findings generally supported the First-Year Inventory 2.0 associations with other instruments in expected ways. The First-Year Inventory 2.0 Social-Communication domain was notably associated with the Autism Observation Scale for Infant’s total score and with language and communication domains of the Vineland and the Mullen. The Sensory-Regulatory domain showed minimal associations with other instruments that only had a few sensory items. Considering different objectives and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child. Lay abstract The First-Year Inventory 2.0 is a parent-report screening instrument designed to identify 12-month-old infants at risk for an eventual diagnosis of Autism Spectrum Disorder. This instrument focuses on Social-Communication and Sensory-Regulatory areas of infant behavior. Although the First-Year Inventory 2.0 screening performance has been previously studied, its validity has not been examined. Establishing validity of an instrument is important because it supports the effectiveness and the reliability of the instrument. In this study, we examined relationship between the First-Year Inventory 2.0 (Social-Communication and Sensory-Regulatory areas) and other instruments that measure similar areas of infant behavior in a sample of high-risk infant siblings of children with Autism Spectrum Disorder. These other instruments share some common aims and theoretical areas with the First-Year Inventory 2.0: the Autism Observation Scale for Infants, the Mullen Scales of Early Learning, the Vineland Adaptive Behavior Scales-II, and the Infant Behavior Questionnaire. Findings generally supported the validity of the First-Year Inventory 2.0 with other instruments. In particular, the Social-Communication area of the First-Year Inventory 2.0 showed greater commonality with other instruments than in the Sensory-Regulatory area. The Sensory-Regulatory area seemed to be a unique feature of the First-Year Inventory 2.0 instrument. Considering different aims and strengths of assessments, researchers and clinicians are encouraged to utilize a variety of instruments in a comprehensive evaluation of a child.

scholarly journals Development of attention from birth to 5 months in infants at risk for autism spectrum disorder

2019 ◽  
Vol 32 (2) ◽  
pp. 491-501 ◽  
Author(s):  
Jessica Bradshaw ◽  
Ami Klin ◽  
Lindsey Evans ◽  
Cheryl Klaiman ◽  
Celine Saulnier ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
High Risk ◽  
Social Interactions ◽  
Social Communication ◽  
Cognitive Skills ◽  
Familial Risk ◽  
Autism Spectrum ◽  
Low Risk ◽  
Spectrum Disorder

AbstractSocial-communication skills emerge within the context of rich social interactions, facilitated by an infant's capacity to attend to people and objects in the environment. Disruption in this early neurobehavioral process may decrease the frequency and quality of social interactions and learning opportunities, potentially leading to downstream deleterious effects on social development. This study examined early attention in infant siblings of children with autism spectrum disorder (ASD) who are at risk for social and communication delays. Visual and auditory attention was mapped from age 1 week to 5 months in infants at familial risk for ASD (high risk; N = 41) and low-risk typically developing infants (low risk; N = 39). At 12 months, a subset of participants (N = 40) was administered assessments of social communication and nonverbal cognitive skills. Results revealed that high-risk infants performed lower on attention tasks at 2 and 3 months of age compared to low-risk infants. A significant association between overall attention at 3 months and developmental outcome at 12 months was observed for both groups. These results provide evidence for early vulnerabilities in visual attention for infants at risk for ASD during a period of important neurodevelopmental transition (between 2 and 3 months) when attention has significant implications for social communication and cognitive development.

scholarly journals Walking Ability is Associated with Social Communication Skills in Infants at High Risk for Autism Spectrum Disorder

Infancy ◽  
2018 ◽  
Vol 23 (5) ◽  
pp. 674-691 ◽  
Author(s):  
Jessica Bradshaw ◽  
Cheryl Klaiman ◽  
Scott Gillespie ◽  
Natalie Brane ◽  
Moira Lewis ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
High Risk ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Walking Ability ◽  
Social Communication Skills

Sex Differences in Children with Autism Spectrum Disorder Identified Within a High-Risk Infant Cohort

2012 ◽  
Vol 42 (12) ◽  
pp. 2585-2596 ◽  
Author(s):  
Lonnie Zwaigenbaum ◽  
Susan E. Bryson ◽  
Peter Szatmari ◽  
Jessica Brian ◽  
Isabel M. Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Sex Differences ◽  
High Risk ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Risk Infant

scholarly journals Naturalistic evaluation of preschoolers’ spontaneous interactions: The Autism Peer Interaction Observation Scale

Autism ◽  
2021 ◽  
pp. 136236132198991
Author(s):  
Nirit Bauminger-Zviely ◽  
Analia Shefer
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Intelligence Quotient ◽  
Peer Interaction ◽  
Autism Diagnostic Observation Schedule ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Responsiveness ◽  
Observation Scale ◽  
Autism Diagnostic Observation

Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched for age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, in favor of typical. In cognitively able preschoolers with autism spectrum disorder, correlation analyses indicated that more typical peer relations on Autism Peer Interaction Observation Scale were linked with better adaptive and socialization skills (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities (Social Responsiveness Scale, 2nd ed.). Higher intelligence quotient scores were linked with better Autism Peer Interaction Observation Scale social-communication functioning. Only a few Autism Peer Interaction Observation Scale social-communication categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating between groups and providing knowledge about peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes. Lay abstract Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children’s functioning.

scholarly journals A scoping review of deictic gesture use in toddlers with or at-risk for autism spectrum disorder

2018 ◽  
Vol 3 ◽  
pp. 239694151775189 ◽  
Author(s):  
Stacy S Manwaring ◽  
Ashley L Stevens ◽  
Alfred Mowdood ◽  
Mellanye Lackey
Keyword(s):  
Autism Spectrum Disorder ◽  
At Risk ◽  
High Risk ◽  
Young Children ◽  
Scoping Review ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Typical Development ◽  
High Risk Infant ◽  
Deictic Gesture

Background and aims Young children use deictic gestures, such as pointing, to indicate referents in their immediate environment. Early deictic gesture use is important in facilitating the development of language. In toddlers with or at-risk for autism spectrum disorder, the emergence and use of gestures may be delayed, and deficits in deictic gesture may inform clinical practice regarding early identification, differential diagnosis, and early intervention. The aim of this scoping review was to investigate the extent to which deictic gesture use has been examined in young children with or at-risk for autism spectrum disorder ≤ 36 months of age. Methods Four databases (PubMed, PsycINFO, CINAHL, and ERIC) were comprehensively searched for relevant articles. Articles were reviewed in two phases: titles and abstracts followed by full text. Key variables related to participant/study characteristics and group differences on deictic gesture use were extracted. A narrative review was used to synthesize findings across studies. Main contribution Nineteen studies met inclusion criteria – 12 studies of toddlers with autism spectrum disorder and 7 studies of high-risk infant siblings of children diagnosed with autism spectrum disorder. Overall, toddlers with autism spectrum disorder were found to demonstrate reduced gesture use across deictic gesture types and ages compared to those with typical development. Findings were more variable when comparing toddlers with autism spectrum disorder to those with other developmental delays and in high-risk infant sibling studies. Although only measured in a limited number of studies, results suggest differences in gesture use in toddlers with autism spectrum disorder based on communicative function. Conclusions This review provides insight into the gesture use of toddlers with or at-risk for autism spectrum disorder. Results indicate the particular types of deictic gestures that may be delayed and the age ranges we might expect to observe these deficits in toddlers with autism spectrum disorder compared to those with typical development and other developmental delay groups. Results also reveal variability across studies in the measurement of gestures, and highlight where gaps remain in understanding deictic gesture use in young children with autism spectrum disorder. Implications Findings have research and clinical implications related to profiling and targeting gesture use as part of the assessment and treatment process, including identifying patterns of strength and weakness in deictic gesture use of young children with or at-risk for autism spectrum disorder.

scholarly journals Leveraging telehealth to evaluate infants with prodromal autism spectrum disorder characteristics using the telehealth evaluation of development for infants

Autism ◽  
2021 ◽  
pp. 136236132110455
Author(s):  
Meagan R Talbott ◽  
Sarah Dufek ◽  
Greg Young ◽  
Sally J Rogers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Parent Report ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
First Year ◽  
Early Evaluation ◽  
Infant Sibling ◽  
Developmental Domains ◽  
First Year Of Life

This study investigated the feasibility of recruiting and assessing infants with prodromal autism characteristics in the first year of life via telehealth. Participants included 41 infants (Mage = 10.51 months, 51.2% female, 80.5% White) whose parents had concerns about social communication delays or autism. All infants met concerns criteria on a social communication screener. Infants were subsequently assessed via telehealth using the Telehealth Evaluation of Development for Infants protocol, wherein parents are coached through a series of semi-structured interactions from which key measures of autism characteristics, communication, developmental level, and clinical best estimates of autism spectrum disorder likelihood are scored. Parents completed online questionnaires and surveys measuring the acceptability of the telehealth visits. Across both parent report and examiner-derived measures, infants demonstrated high scores on measures of purported autism traits, decreased communication skills, and delayed achievement of developmental milestones. Caregivers’ acceptability ratings were uniformly positive. Results highlight the potential for telehealth to expand the scope of studies of emerging autism beyond infant sibling designs and to increase families’ access to early evaluation services. Lay abstract Many families seeking early evaluations for autism spectrum disorder face long waitlists, must often travel to centers with appropriate expertise, and are frequently told by providers to “wait and see.” This results in significant stress for families and delayed supports to infants and their caregivers who could benefit. This study evaluated whether telehealth could be used to identify and evaluate infants with early autism spectrum disorder characteristics in the first year of life. In this study, we evaluated 41 infants via telehealth using a standard set of probes and scored behavior related to social communication, play, imitation, and other developmental domains. We found the majority of infants demonstrated elevated likelihood of autism spectrum disorder on both parent-reported questionnaires and examiner-rated behavior. Caregiver ratings of the overall utility of the protocol used in this study were high. Overall, this study demonstrates the feasibility for telehealth-based approaches to evaluate infants’ with elevated likelihood of autism spectrum disorder in the first year of life, which could help to improve families’ access to care and to expand our capacity to conduct studies evaluating possible intervention supports.

Emotion Dysregulation in Autism Spectrum Disorder

2018 ◽  
pp. 282-298
Author(s):  
Emily Neuhaus
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Educational Outcomes ◽  
Emotion Dysregulation ◽  
Research Priorities ◽  
Theoretical Models ◽  
Autism Spectrum ◽  
Repetitive Behaviors ◽  
Spectrum Disorder

Autism spectrum disorder (ASD) is defined by deficits in social communication and interaction, and restricted and repetitive behaviors and interests. Although current diagnostic conceptualizations of ASD do not include emotional difficulties as core deficits, the disorder is associated with emotion dysregulation across the lifespan, with considerable implications for long-term psychological, social, and educational outcomes. The overarching goal of this chapter is to integrate existing knowledge of emotion dysregulation in ASD and identify areas for further investigation. The chapter reviews the prevalence and expressions of emotion dysregulation in ASD, discusses emerging theoretical models that frame emotion dysregulation as an inherent (rather than associated) feature of ASD, presents neurobiological findings and mechanisms related to emotion dysregulation in ASD, and identifies continuing controversies and resulting research priorities.

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