Comparing the Mullen Scales of Early Learning and the Preschool Language Scale—Fifth Edition for Young Children with Autism Spectrum Disorder

Riley, Emma; Paynter, Jessica; Gilmore, Linda

doi:10.1007/s41252-018-0084-2

Cited by 9 publications

(6 citation statements)

References 18 publications

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“…Fifty-four studies (92%) reported male and female representation (see Table 5). Of the five studies that did not report any information, one matched participants on gender (Landa & Goldberg, 2005) and another collected information on gender in a parent questionnaire but did not include this information in the publication (Riley et al, 2019). It is unknown whether the other two studies did not report or did not collect this information (Jiménez et al, 2021; Minshew et al, 1995; Paul et al, 2008).…”

Section: Resultsmentioning

confidence: 99%

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Girolamo

Shen

Monroe‐Gulick

et al. 2023

Autism

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Autism research tends to exclude racially and ethnically minoritized autistic individuals, limiting the quality of the evidence base for characterizing and diagnosing language impairment in racially and ethnically minoritized autistic individuals. This systematic review examines reporting practices for participant socio-demographics in studies pertaining to language impairment in autistic school-age individuals using age-referenced assessments. This review was preregistered (PROSPERO: CRD42021260394) and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol. Database searches took place in August of 2021 in Linguistics and Language Behavior Abstracts, PsycINFO, PubMed, and the Directory of Open Access Journals, for publications during 1980–2021. Search terms included three essential concepts: autism, language, and age. Two coders independently screened and evaluated articles. Of qualifying studies ( n = 59), 17 (29%) reported any information on participant race and ethnicity; in these studies, participants were at least 77% white. Thirty-two studies (54%) reported gender or sex; just 10 studies (17%) reported socio-economic status using multiple indicators. These findings indicate insufficient adherence to reporting guidelines and systematic exclusion of racially and ethnically minoritized. Future work must address replicable reporting and inclusion in autism research. Lay abstract Although exclusion of racially and ethnically minoritized autistic individuals from research is a long-standing issue, we have yet to determine how exclusion impacts areas of autism research important for identifying language impairment. Diagnosis depends on the quality of the evidence (i.e. research) and is often the pathway to gaining access to services. As a first step, we examined how research studies related to language impairment in school-age autistic individuals report participant socio-demographics. We analyzed reports using age-referenced assessments in English ( n = 60), which are commonly used by both practitioners and researchers to diagnose or identify language impairment. Findings showed only 28% of studies reported any information on race and ethnicity; in these studies, most (at least 77%) of the participants were white. In addition, only 56% of studies reported gender or sex and specified what they were reporting (gender, sex, or gender identity). Just 17% reported socio-economic status using multiple indicators. Altogether, findings indicate broad issues with underreporting and exclusion of racially and ethnically minoritized individuals, which might overlay with other aspects of identity including socio-economic status. It is impossible to determine the extent and precise nature of exclusion without intersectional reporting. To ensure that language in autism research is representative of the autistic population, future research must implement reporting guidelines and broaden inclusion of who participates in research studies.

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Section: Resultsmentioning

confidence: 99%

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Girolamo

Shen

Monroe‐Gulick

et al. 2023

Autism

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“…The ELC has internal consistency reliability ranging from 0.75 to 0.83 for subtests and 0.91 for the ELC (Gilliam & Mayes, 2004). It is highly correlated with other measures of early intelligence such as the Differential Ability Scale (Farmer et al., 2016), and a recent study reported correlations ranging from 0.82 to 0.94 with scales of the Preschool Language Scale in preschoolers with ASD (Riley et al., 2019).…”

Section: Methodsmentioning

confidence: 98%

Precursors of self‐regulation in infants at elevated likelihood for autism spectrum disorder

Garon

Zwaigenbaum

Bryson

et al. 2022

Developmental Science

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Research concerning temperament in children and adults with autism spectrum disorder (ASD) has suggested a consistent profile of low positive affect, high negative affect, and low regulation (Visser et al., 2016). One area receiving less attention is individual differences among children diagnosed with ASD. The primary objective of this study was to use a person‐centered approach to explore heterogeneity of early temperament precursors of regulation in a large sample of infants with elevated familial likelihood of ASD. Early precursors of regulation included temperament assessed at 6, 12, and 24 months whereas outcome measures were diagnosis of ASD, cognitive ability and adaptive behavior at 36 months. Participants included 176 low‐likelihood and 473 elevated‐likelihood infants, 129 of whom were diagnosed with ASD at 3 years. Results supported a three‐profile solution: a well‐regulated profile (high positive affect and high attentional focus and shifting), a low attention focus profile (higher attentional shifting compared to attentional focus), and a low attention shifting profile (higher attentional focus compared to attentional shifting). A higher proportion of children diagnosed with ASD were classified into the low attention shifting profile. Furthermore, children with the well‐regulated profile were differentiated from the other profiles by a pattern of higher social competence and lower dysregulation whereas children with the low attention focus profile were distinguished from the other profiles by higher cognitive ability at 3 years. The findings indicate that the combination of early positive affect with attention measures may provide an enhanced tool for prediction of self‐regulation and later outcomes.

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“…The Early Learning Composite standard score is derived from the total sum of T scores of the Fine Motor, Visual Reception, Receptive Language, and Expressive Language subscales. The MSEL has been widely used in ASD research as well as early childhood research in general, and Early Learning Composite standard score provides a developmental quotient, considered similar to an intelligence quotient (Akshoomoff, 2006; Bishop et al, 2011; Burns et al, 2013; Dumont et al, 2000; Farmer et al, 2016; Riley et al, 2019). In the current study, in addition to subscales T scores and Early Learning Composite standard score (ELC), intelligence quotient (IQ) was calculated following the previous research on MSEL (Bishop et al, 2011).…”

Section: Methodsmentioning

confidence: 99%

Replication study of ADOS‐2 Toddler Module cut‐off scores for autism spectrum disorder classification

et al. 2021

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The Autism Diagnostic Observation Schedule, Second Edition (ADOS‐2) has been regarded as the gold standard assessment of autism spectrum disorder (ASD). While clinical validity of ADOS‐2 Modules 1–4 have been extensively studied, there has been very limited research examining the clinical validity of ADOS‐2 Toddler Module. The goal of this study was to examine alignment of the ADOS‐2 Toddler Module classification with clinicians' determination of ASD, with assessing cut‐off scores for diagnosing ASD in toddlers. A total of 412 toddlers ages 12–30 months who received ADOS‐2 Toddler Module as well as a best estimate clinical (BEC) diagnosis, were included in this study. ADOS‐2 Toddler Module cut‐off scores were determined using the appropriate algorithms (Algorithm 1 for toddlers aged 12–20 months and those aged 21–30 months with <5 words, Algorithm 2 for toddlers aged 21–30 months with 5 words or more). Receiver operating characteristic (ROC) curves were used to assess cut‐off scores that optimized sensitivity and specificity when compared against BEC diagnosis. The selected cut‐off scores were examined using frequency tables to compare ADOS‐2 classification against BEC diagnosis. For Algorithm 1, classification statistics were optimized at the cut‐off score of 12 with an area under the curve (AUC) of 0.92. For Algorithm 2, classification statistics were optimized at the cut‐off score of 10 with an AUC of 0.96. The ADOS‐2 Toddler Module classification is strongly aligned with BEC diagnosis. The optimal cut‐off scores identified in the current study reflect the same results configured by the prior study. Lay Summary ADOS‐2 Toddler Module has been widely used for the ASD assessment, but there have been limited research on its clinical validity. This study is the first replication of the ADOS‐2 Toddler Module with a large independent sample. We examined alignment of the ADOS‐2 Toddler Module classification with clinicians' determination of ASD, with assessing cut‐off scores, and confirmed the clinical validity of ADOS‐2 Toddler Module. Cut‐off scores of ADOS‐2 Toddler Module cited in the manual yielded best clinical utility for diagnosing ASD in toddlers.

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Comparing the Mullen Scales of Early Learning and the Preschool Language Scale—Fifth Edition for Young Children with Autism Spectrum Disorder

Cited by 9 publications

References 18 publications

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Studies pertaining to language impairment in school-age autistic individuals underreport participant socio-demographics: A systematic review

Precursors of self‐regulation in infants at elevated likelihood for autism spectrum disorder

Replication study of ADOS‐2 Toddler Module cut‐off scores for autism spectrum disorder classification

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