ASD exam 2
Terms
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Gilliam Autism Rating Scale (GARS)
-who gives it?
-what does it assess?
-what does the score mean? -
-given by teachers, parents, professionals, SLPs
-for ages 3-22yrs
-gathers info form interview and observations about criteria on DSM IV
-helps diagnose and rate severity of autism -
Autism Diagnostic Interview-R (ADI-R)
-who gives it?
-what does it assess?
-what do scores mean? -
-interview for caregivers of PDD/ASD kids/adults
-diagnostic interview given in home or clinic (very long)
-determines if DSM IV criteria are met -
Autism Diagnostic Observation Schedule (ADOS)
-who gives it?
-what does it assess?
-what do scores mean? -
-given by trained examiner
-4 modules, for different ages and language abilities
-must be videotaped
-scores give ratings from ASD to autism -
Checklist for Autism in Toddlers (CHAT)
-details -
-screening tool for autistic features as young as 18 mos
-not diagnostic
-find 2(+) lack of pretend play, protodeclarative pointing, social interest, social play, jt attn - MCHAT
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-American version of CHAT
-23q's, 9 from CHAT - Pre-linguistic ADOS
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-given with help of parent
-diagnostic
-evaluated behaviors - Autism Behavior Checklist (ABC)
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-genral measure of autism
-not very reliable - Real Life Rating Scale (RLRS)
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-evaluates treatment of motor, social, affective, language, and sensory behaviors
-quickly scored, used by anyone - PDD Screening Test (PDDST)
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-screening, not diagnostic
-different stages of test given for (a) primary care clinics; (b) developmental clinics; and (c) autism clinic - Autism Screening Instrument for Educational Planning (2nd ed.) (ASIEP- 2)
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-tests 18 mos - adult
-tests in Sensory, Relating, Body Concept, Language, and Social Self-Help
-very popular - Diagnostic Checklist for Behavior-Disturbed Children (Form E-2)
- -used to identify autism from autistic-like features for research only
- Psychoeducational Profile-Revised (PEP-R)
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-for preschool age functionality, MA 6mo to 7yrs
-identify degree of abnormality in affect, motor control, play, responses, language, etc
-identifies behaviors consistant with an autism diagnosis - Southern California Ordinal Scales of Development (SCOSD)
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-scales for cog., comm., social affective behavior, practical abilities, gross motor, and fine motor abilities
-criterion referenced
-uses Piaget levels
-assesses general development - Developmental Play Assessment Instrument
- -evaluates qualitative aspects of play, variety of pretend play, etc
- Evals done by a Psychiatrist
- WPPSI, Brigance, Mullen, Vineland, ADOS, CHAT, Weschler, CARS, GARS
- Evals done by SLPs
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-SIED-R, ASIEP, CSBS, ADOS, ADI-R, ABLLS
-PLS, CELF, TOLD etc, - Autism types of diagnises, how they are different, what they mean
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MEDICAL: Given by any MD, means that insurance will cover treatment
EDCUATIONAL: Given by school psych, SLP, etc, means that they can get services in school -
What is the role of the ___ in the pre-assessment process?
--school?
--parents? -
s--must provide free evaluation and education. Find and identify special needs
p--give input to evalutators, support the team
-communication - Reasons to speak up about autism
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-you're an expert in child developmetn thru training and experience
-parents may be worrying
-differences may be qualitative
-you observe peer interaction on a constant basis
-you are aware of reactions students have to the child
-differences more obvious at school than home
-may be onlyone who can take steps to get him services - More reasons to speak up about autism
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-your info may become a starting point
-children learn better earlier in life
-child/family may be headed for crisis
-help/support other kids in classroom
-school has "child find" obligation
-ASD kids don't automatically improve
-more cost effective early
-kids cant get services when out of school - Componants of a Comprehensive assessment
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-background info (parents and family, social and developmental Hx
-medical hx
-previous testing, school records
-use screening tools and rating scales
-psych evals
-soc/emo testing, medical testing, educational testing
-s/l comm testing
-behavior analysis
-OT, sensory regulation, PT assessment
-hearing eval, not screen!, vision too
-play/leisure time
-adaptive PE
-pre-voc skills assessemnt
-community based skills assessment - Challenges to the assessment process
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-stress (for everybody)
-trust (parents and child to trust professional)
-defensiveness (esp. in older kids, don't want to be stupid)
-variability of performance (behave dff in dff settings, may not act on demand)
-problems with generalization (transfer knowlege from one setting to next) - More Challenges to the assessment process
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-attention (getting and keeping it)
-social skills (may appear rude or uninterested in test)
-masking (might read well, no comprehension--miss it)
-language (might not have enough or it might be weird)
-borrowed safe responses (might act from video or other experience to give "right" answer) - Purpose of assessments
- measure particular areas of skill and funcioning. field specific, particular puposes
- how standardized tests and informal assessments are used
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s--normed, tabulate analysis for certain age range, compare to others of same age. criterion referenced, if ability is there or not
i--interviews with other adults who know child (busdriver, lunchlady), observation -
psych or deuro diagnostic evals:
purpose - distinguish an emotional, behavioral, mental health disorder from neorological, developmental disorder (autism)
- medical testing--purpose
- make sure there is no physical cause for autistic symptoms
- educational and psych testing
- understand how a person thinks, learns, and functions on a daily basis. test range of abilities--academic, learning strenghts, self care, attn span, cog skills
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speech lang comm assessments
-purpose
-componants
-methods -
p-look at all skills needed to communicate (speak, lang, read, devices, pragmatics)
c-artic, phonology, semantics, sytax, pragmatics, covo skills, interacting/reacting to others
m-test quality of response. comprehend words, have convo, be understood, retell story, understand idioms - social skills assessments
- look at skills needed to interact effectively with same ages peers or adults. can overlap with s/l/c assessment
- functional behavioral analysis
- discover and explain the underlying causes for problematic behavior
- OT and SI assessment
- determine indivduals ability to physically function in daily living at home, school, work or in community
- adaptive PE assessment
- determing ability to participate in PE activities, if modifications are necessary, identify areas needing improvement, see how child participates in group games
- audiology assessment
- rule out hearing problems
- auditory processing assessment
- look at auditory discrimination, auditory memory, auditory sequencing, auditory blending, listening to and understanding speech in presense of other sounds
- visual processing assessment
- visual discrimination (one object from another, etc), visual closure (recog when only part is there or missing), visual memory, see whole/part relationships, visual coordination with movement
- practical strategies for parenst and professionals to improve the assessemtn process
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-don't discuss pt hx in front of him
-schedule seperate appt before asst to review hx with diagnostition
-provide detailed hx to whole team
-get list of assts and who gives them
-plan optimal time for assts
-ask assessers to give recomendations
-don't leave uncommunivative pts with dr alone - unusual pbut important considerations
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-no scented anythings during testing
-don't wear colors they don't like
-don't bring up topics that bother them
-avoid physical contact if bothered by it
-don't have objects they're preoccupied with present
-allow to stand, rock, swing during parts of asst - how can home visits benefit both you and child?
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-learn how parents prevent/avoid problem behaviors, see how child reacts at home with sibs
-let child see you differently, less scary - can a parent request info on your credentials?
- yes