Parents’ Perspectives of an Autism Spectrum Disorder Diagnostic Service in Ireland

2012 ◽  
Vol 19 (1) ◽  
pp. 45-65
Author(s):  
Fionnuala Langford ◽  
Clare Carroll ◽  
Phillappa Brooks ◽  
Amanda Byrne ◽  
Sinead Carthy ◽  
...  
Keyword(s):  
Autism Spectrum ◽  
Diagnostic Process ◽  
Diagnostic Service ◽  
Qualitative Research Design ◽  
Lack Of Information ◽  
Irish Context ◽  
Semistructured Interviews ◽  
Framework Approach ◽  
Spectrum Disorders ◽  
To Receive

Objective: The study aimed to explore parents’ perspectives of an autism diagnostic service in Ireland. Method: A qualitative research design was chosen for the study. Eleven parents of children with autism spectrum disorders took part in semistructured interviews. They talked about their experiences and perceptions of the service they received. The data was analyzed using the framework approach. Main results: Parents expressed satisfaction and dissatisfaction with the service. Parents expressed satisfaction with the time taken to receive a diagnosis and the age at which the diagnosis was made. However, parents expressed dissatisfaction with the location of the disclosure interview, lack of information, lack of support following the diagnosis and with the disjointed nature of services. Conclusion and clinical implications: The findings provide evidence to prove that parental satisfaction would be increased by improvements in the diagnostic process such as providing counselling support through the diagnostic process and following the diagnosis, increasing collaboration between professionals, reducing the length of the process and involving parents in the process to facilitate their understanding and awareness. This study provides an example of giving parents a voice to inform changes in practice and to understand parents’ perspectives of a service in the Irish context.

scholarly journals Potential of Salivary Biomarkers in Autism Research: A Systematic Review

2021 ◽  
Vol 22 (19) ◽  
pp. 10873
Author(s):  
Katarína Janšáková ◽  
Klaudia Kyselicová ◽  
Daniela Ostatníková ◽  
Gabriela Repiská
Keyword(s):  
Autism Spectrum ◽  
Diagnostic Process ◽  
Suitable Alternative ◽  
Autism Research ◽  
Non Invasive ◽  
Current State ◽  
Lack Of Information ◽  
Protein Molecules ◽  
Saliva Collection ◽  
Spectrum Disorders

The diagnostic process for autism spectrum disorders (ASD) is based on a behavioral analysis of the suspected individual. Despite intensive research, no specific and valid biomarker has been identified for ASD, but saliva, with its advantages such as non-invasive collection, could serve as a suitable alternative to other body fluids. As a source of nucleic acid of both human and microbial origin, protein and non-protein molecules, saliva offers a complex view on the current state of the organism. Additionally, the use of salivary markers seems to be less complicated not only for ASD screening but also for revealing the etiopathogenesis of ASD, since enrolling neurotypical counterparts willing to participate in studies may be more feasible. The aim of the presented review is to provide an overview of the current research performed on saliva in relation to ASD, mutual complementing, and discrepancies that result in difficulties applying the observed markers in clinical practice. We emphasize the methodological limitations of saliva collection and processing as well as the lack of information regarding ASD diagnosis, which is critically discussed.

scholarly journals Barriers to Autism Spectrum Disorder Diagnosis for Young Women and Girls: a Systematic Review

2020 ◽  
Author(s):  
Georgia Lockwood Estrin ◽  
Victoria Milner ◽  
Debbie Spain ◽  
Francesca Happé ◽  
Emma Colvert
Keyword(s):  
Systematic Review ◽  
Young Women ◽  
Autism Spectrum ◽  
Clinician Bias ◽  
Clinical Criteria ◽  
Parental Concerns ◽  
Lack Of Information ◽  
Women And Girls ◽  
Spectrum Disorders ◽  
To Receive

Abstract There is increased recognition that women and girls with autism spectrum disorders (ASD) are underserved by the clinical criteria and processes required to receive a diagnosis. This mixed-methods systematic review aimed to identify key barriers to obtaining an ASD diagnosis in girls and young women under 21 years. Six themes were identified that focused on perceived gendered symptoms, namely behavioural problems, social and communication abilities, language, relationships, additional diagnoses/difficulties and restricted and repetitive behaviours and interests. Five themes were identified as (parental) perceived barriers to diagnosis, namely compensatory behaviours, parental concerns, others’ perceptions, lack of information/resources and clinician bias. This review highlights the importance of enhancing widespread understanding and recognition of ASD presentation in females across development. PROSPERO Centre for Reviews and Dissemination (ID 2018 CRD42018087235)

scholarly journals Students With ASD in Mainstream Primary Education Settings: Teachers' Experiences in Western Australian Classrooms

2012 ◽  
Vol 36 (2) ◽  
pp. 97-111 ◽  
Author(s):  
Rebecca Soto-Chodiman ◽  
Julie Ann Pooley ◽  
Lynne Cohen ◽  
Myra Frances Taylor
Keyword(s):  
Autism Spectrum Disorders ◽  
Inclusive Education ◽  
Primary Education ◽  
Autism Spectrum ◽  
Teachers Experiences ◽  
Semistructured Interviews ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Mainstream Classroom ◽  
Western Australian

The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K–7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.

scholarly journals Family-Centered Care: How Close Do We Get When Talking to Parents of Children Undergoing Diagnosis for Autism Spectrum Disorders?

2020 ◽  
Author(s):  
Lynnea Myers ◽  
Sharon M. Karp ◽  
Mary S. Dietrich ◽  
Wendy S. Looman ◽  
Melanie Lutenbacher
Keyword(s):  
Health Care Providers ◽  
Autism Spectrum ◽  
Diagnostic Process ◽  
Family Centered Care ◽  
Depression And Anxiety ◽  
Care Providers ◽  
Symptoms Of Depression ◽  
Centered Care ◽  
Spectrum Disorders ◽  
Family Centered

Abstract Autism spectrum disorder (ASD) affects 1:59 children, yet little is known about parents’ perceptions of family-centered care (FCC) during the diagnostic process leading up to diagnosis. This mixed-methods study explored key elements of FCC from 31 parents of children recently diagnosed with ASD using parallel qualitative and quantitative measures. Parents rated highly their receipt of FCC and discussed ways providers demonstrated FCC. However, the majority of parents indicated that the period when their child was undergoing diagnosis was stressful and reported symptoms of depression and anxiety. The study points to ways in which health care providers can enhance FCC provided to families when a child is undergoing ASD diagnosis.

ADHD in adults

2018 ◽  
Author(s):  
Sandra Kooij ◽  
Philip Asherson ◽  
Michael Rösler
Keyword(s):  
Clinical Picture ◽  
Adult Adhd ◽  
Autism Spectrum ◽  
Diagnostic Interview ◽  
Diagnostic Assessment ◽  
Diagnostic Process ◽  
Collateral Information ◽  
Dsm 5 ◽  
Spectrum Disorders ◽  
Instructions For Use

In this chapter, the diagnostic assessment of ADHD in adults is described, starting with the clinical picture, such as the symptoms and the areas of impairment. To start the diagnostic process, screening instruments may be used. During diagnostic assessment, collateral information and neuropsychological tests have their role. The assessment of frequently occurring comorbidity with other psychiatric disorders, such as mood, anxiety, sleep, personality, and autism spectrum disorders, as well as addiction, is necessary to complete the clinical picture. Also, differential diagnosis is part of the diagnostic process. Finally, the Diagnostic Interview for ADHD in adults (DIVA 2.0), and the Conners Adult ADHD Diagnostic Interview (CAADID) are described and discussed. Instructions for use of the DIVA are given. The adjustments in the DSM-5 criteria for ADHD, and the next edition of DIVA based on the DSM-5 criteria, DIVA-5, are described.

Early interventions practices in ASD – Maternal behavior in spontaneous interaction with their children

2016 ◽  
Vol 33 (S1) ◽  
pp. S344-S344
Author(s):  
C. Amato ◽  
M.E. D’Antino ◽  
M. Rocha ◽  
F. Fernandes
Keyword(s):  
Maternal Behavior ◽  
Positive Impact ◽  
Autism Spectrum ◽  
Diagnostic Process ◽  
Normal Children ◽  
Spontaneous Interaction ◽  
Spectrum Disorders ◽  
Competing Interest ◽  
Communicative Abilities ◽  
Everyday Life Activities

Recent studies point out that the occurrence of Autism Spectrum Disorders (ASD) is up to 1%. In Brazil, providing services of medical diagnosis for children with ASD takes precious time. The time spent waiting for the conclusion of the diagnostic process would be extremely important to the child's development. In this context, the parent–children interaction is an important aspect to be considered as a factor that has a positive impact in this process. The aim of this study was to explore maternal behavior during a spontaneous play situation with their children. All subjects were filmed for 30 minutes during a spontaneous play situation with their mothers that did not receive any special instructions. The subjects were 30 normal children, 3 of each age (respectively 9, 12, 15, 18, 21, 24, 27, 30, 33 and 36 months) and 20 autistic children with ages varying from 2:10 to 10:6 (not expected any chronological association). The whole corpus was analyzed considering of each subject, of each group and the possible associations between the groups. The analysis of the maternal behavior provides data about the importance of mother–child interaction and how everyday life activities and routines can be used to increase the opportunities to improve the ASD child's communicative abilities and their creative use as an important part of the whole development. These findings provide further evidence that families should be included in any plan for intervention designed towards ASD children.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Brief Report: Specificity of Interpersonal Synchrony Deficits to Autism Spectrum Disorder and Its Potential for Digitally Assisted Diagnostics

2021 ◽  
Author(s):  
Jana Christina Koehler ◽  
Alexandra Livia Georgescu ◽  
Johanna Weiske ◽  
Moritz Spangemacher ◽  
Lana Burghof ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Screening Tools ◽  
Outpatient Clinics ◽  
Diagnostic Process ◽  
Interpersonal Synchrony ◽  
Diagnostic Interviews ◽  
Spectrum Disorders ◽  
Current Screening

AbstractReliably diagnosing autism spectrum disorders (ASD) in adulthood poses a challenge to clinicians due to the absence of specific diagnostic markers. This study investigated the potential of interpersonal synchrony (IPS), which has been found to be reduced in ASD, to augment the diagnostic process. IPS was objectively assessed in videos of diagnostic interviews in a representative referral population from two specialized autism outpatient clinics. In contrast to the current screening tools that could not reliably differentiate, we found a significant reduction of IPS in interactions with individuals later diagnosed with ASD (n = 16) as opposed to those not receiving a diagnosis (n = 23). While these findings need to be validated in larger samples, they nevertheless underline the potential of digitally-enhanced diagnostic processes for ASD.

scholarly journals Do early caregiver concerns differ for girls with autism spectrum disorders?

Autism ◽  
2016 ◽  
Vol 21 (6) ◽  
pp. 728-732 ◽  
Author(s):  
Lauren M Little ◽  
Anna Wallisch ◽  
Brenda Salley ◽  
Rene Jamison
Keyword(s):  
Gender Differences ◽  
Autism Spectrum Disorder ◽  
Developmental Disability ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Chronological Age ◽  
Future Research ◽  
Community Based ◽  
Spectrum Disorders ◽  
To Receive

Given that early caregiver concerns may be different for children who go on to receive a diagnosis of autism spectrum disorder versus another developmental disability, early caregiver concerns may differ for girls. Using a community-based sample of children (n = 241), we examined the extent to which gender differences may be related to caregiver concerns prior to a diagnosis of autism spectrum disorder or other developmental disability. Participants were matched on chronological age, and cognitive functioning did not differ across groups. Using caregiver concern data, results showed that boys with autism spectrum disorder showed increased social interaction concerns; overall, autism spectrum disorder–related concerns did not differentiate those with autism spectrum disorder from developmental disability. Children with developmental disability, however, showed increased general developmental concerns as compared to those with autism spectrum disorder. Young girls with autism spectrum disorder may demonstrate behaviors that are not particularly salient or concerning for parents; future research may investigate the behaviors that differentiate girls with autism spectrum disorder early in development.

Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders

2011 ◽  
Vol 31 (3) ◽  
pp. 133-154 ◽  
Author(s):  
Phillip S. Strain ◽  
Edward H. Bovey
Keyword(s):  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autism Symptoms ◽  
Family Socioeconomic Status ◽  
Preschool Classrooms ◽  
Randomized Design ◽  
Inclusive Preschool ◽  
Spectrum Disorders ◽  
To Receive

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.

Autismespectrumstoornis en/of anorexia nervosa

2021 ◽  
Vol 20 (2) ◽  
Author(s):  
Unna Danner ◽  
Annemarie van Elburg ◽  
Audrey Mol ◽  
Jolanda Wielemaker ◽  
Jasper van Roon ◽  
...  
Keyword(s):  
Anorexia Nervosa ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Diagnostic Process ◽  
Professional Field ◽  
Spectrum Disorders ◽  
The Difference ◽  
Diagnostic Criterion

The assessment of autism spectrum disorders (ASD) is complex, especially when there are alternative diagnostic hypotheses. In that case, one should not only have a good understanding of ASD, but should also have sufficient expertise of the alternative diagnoses. To promote knowledge about ASD in the professional field, the Autism Expertise Center has started a series of whitepapers. In order to bring together the relevant expertise, we collaborate with other institutions. The white papers explain, per diagnostic criterion, the difference between ASD and another diagnosis, but also what can be observed when these diagnoses appear together. We hereby aim to provide diagnosticians with more knowledge and tools and thus improve the diagnostic process. In this whitepaper we will specifically discuss ASD and anorexia nervosa: how can you distinguish these diagnoses from each other and when do you diagnose both?

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