Adults with ASD

Tantam, Digby

doi:10.1007/s40474-013-0005-z

Cited by 10 publications

(4 citation statements)

References 48 publications

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“…Although ASD is considered a lifelong condition, developmental changes further complicate recognition of symptoms in adults ( 13 ). Symptoms and impairments vary much more strongly in adolescence and adulthood than in childhood and the diagnosis of ASD in adulthood can rely much less on “prototypes” ( 14 ).…”

Section: Introductionmentioning

confidence: 99%

Is the Combination of ADOS and ADI-R Necessary to Classify ASD? Rethinking the “Gold Standard” in Diagnosing ASD

et al. 2021

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Diagnosing autism spectrum disorder (ASD) requires extensive clinical expertise and training as well as a focus on differential diagnoses. The diagnostic process is particularly complex given symptom overlap with other mental disorders and high rates of co-occurring physical and mental health concerns. The aim of this study was to conduct a data-driven selection of the most relevant diagnostic information collected from a behavior observation and an anamnestic interview in two clinical samples of children/younger adolescents and adolescents/adults with suspected ASD. Via random forests, the present study discovered patterns of symptoms in the diagnostic data of 2310 participants (46% ASD, 54% non-ASD, age range 4–72 years) using data from the combined Autism Diagnostic Observation Schedule (ADOS) and Autism Diagnostic Interview—Revised (ADI-R) and ADOS data alone. Classifiers built on reduced subsets of diagnostic features yield satisfactory sensitivity and specificity values. For adolescents/adults specificity values were lower compared to those for children/younger adolescents. The models including ADOS and ADI-R data were mainly built on ADOS items and in the adolescent/adult sample the classifier including only ADOS items performed even better than the classifier including information from both instruments. Results suggest that reduced subsets of ADOS and ADI-R items may suffice to effectively differentiate ASD from other mental disorders. The imbalance of ADOS and ADI-R items included in the models leads to the assumption that, particularly in adolescents and adults, the ADI-R may play a lesser role than current behavior observations.

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Section: Introductionmentioning

confidence: 99%

Is the Combination of ADOS and ADI-R Necessary to Classify ASD? Rethinking the “Gold Standard” in Diagnosing ASD

et al. 2021

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“…More important is the premium placed on developmentally appropriate strategies for transition-age students with ASD (Tantum 2014). Although there are difficulties and challenges for the individual with ASD, in recognising and helping to develop their strengths there is potential for a fulfilling life (Lai et al 2013;Wright et al 2014b;Wright 2016).…”

Section: Resultsmentioning

confidence: 99%

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Wright

Diener

et al. 2017

Gateways

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This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism.

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“…Individuals with autism often find it more difficult to create friendships, enter romantic relationships and successfully navigate social situations (Barnhill, 2007;Hendricks & Wehman, 2009;Tantum, 2014). Social difficulties can often lead to poorer mental health outcomes, with the most common mental health co-occurrence being social anxiety disorder (SAD).…”

Section: Introductionmentioning

confidence: 99%

Complex lives: exploring experiences of Universal Credit claimants in Salford during COVID-19

Scullion¹,

Gibbons²,

Pardoe³

et al. 2022

COVID-19 Collaborations

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Background: Many young people with autism can have an average or above average IQ, yet they still struggle with the social competencies needed to successfully navigate into adulthood. Despite many individuals with autism experiencing significant challenges during their transition into adulthood, evidence-based therapeutic interventions to support individuals with autism during this transition are limited. The current literature suggests that cognitive behavioural therapy interventions can help improve social skills and the mental health of individuals with autism. However, little is known about the benefits for young adults with autism transitioning or who have transitioned into adulthood. Aims and Method: The aim of this research was to deliver a newly developed Cognitive Behavioural Social Competence Therapeutic Intervention for Adults with Autism (CBSCTI-A) to five young adults with autism. Research aims were to evaluate intervention feasibility and efficacy by triangulating data findings using a mixed methods approach.Results: Results support feasibility, with CBSCTI-A receiving very high user satisfaction ratings, and adherence to the intervention was high, recorded at ~90%. Fidelity to treatment was also high, ranging from ~86% to ~100%. Quantitative findings indicate that over an eight-week time period, a small sample of young adults with autism experienced significant improvements with regard to their social motivation, non-verbal conversation, emotional empathy, assertiveness, interpersonal relationships and selfcontrol. Qualitative findings provide further anecdotal support for intervention feasibility and efficacy. After the completion of the intervention, participants and their parents were invited to complete semistructured interviews. Thematic analysis (TA) revealed four main themes: user satisfaction, important components of therapeutic intervention, challenges and critiques, and recommendations. Conclusions:CBSCTI-A appears to be a feasible intervention; however, future research with larger samples and more rigorous controlled trials is needed before efficacy can be established.

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Adults with ASD

Cited by 10 publications

References 48 publications

Is the Combination of ADOS and ADI-R Necessary to Classify ASD? Rethinking the “Gold Standard” in Diagnosing ASD

Is the Combination of ADOS and ADI-R Necessary to Classify ASD? Rethinking the “Gold Standard” in Diagnosing ASD

Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration

Complex lives: exploring experiences of Universal Credit claimants in Salford during COVID-19

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