Infants and toddlers with autism: The promise and the challenges

Volkmar, Fred R.; Reichow, Brian

doi:10.3109/17549507.2013.862859

Cited by 10 publications

(10 citation statements)

References 28 publications

(27 reference statements)

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“…Yirmiya and Charman (2010) observed that little is known about Bthe prodrome of ASDs^(p. 450), and ReebSutherland and Fox (2015) noted that studies attempting to predict which infant siblings would go on to develop ASD Bhad little success reliably identifying behavioral markers during infancy that predict the later manifestation of ASD^(p. 390). Volkmar and Reichow (2014) suggested that one difficulty for early ASD diagnosis was Bthe broad range of severity and associated communicative and cognitive disability^(p. 11). Barbaro and Dissanayake (2013) reported that at 12 months, deficits in pointing, waving, imitation, eye contact, and name response were significant markers for an ASD diagnosis, but that by 24 months, only deficits in eye contact remained a reliable index of ASD.…”

Section: Do Shared Features Provide Construct Validity For An Asd Spementioning

confidence: 99%

ASD Validity

Waterhouse

London

Gillberg

2016

Rev J Autism Dev Disord

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ASD research is at an important crossroads. The ASD diagnosis is important for assigning a child to early behavioral intervention and explaining a child's condition. But ASD research has not provided a diagnosis-specific medical treatment, or a consistent early predictor, or a unified life course. If the ASD diagnosis also lacks biological and construct validity, a shift away from studying ASD-defined samples would be warranted. Consequently, this paper reviews recent findings for the neurobiological validity of ASD, the construct validity of ASD diagnostic criteria, and the construct validity of ASD spectrum features. The findings reviewed indicate that the ASD diagnosis lacks biological and construct validity. The paper concludes with proposals for research going forward.Keywords DSM-5 . ASD . Autism . Diagnosis . Validity . Comorbidity . HeterogeneityThe goal of the DSM-3 nosology (American Psychiatric Association 1980) was to create reliable and standard categorical psychiatric diagnoses (Robins and Guze 1970). However, in the past 30 years, clinical, genetics, and neuroscience findings have revealed that the DSM diagnoses are not biologically valid. The National Institutes of Mental Health (NIMH) responded by proposing the Research Domain Criteria (RDoC) framework for a brain-based transdiagnostic psychiatric symptom nosology (Cuthbert and Insel 2013;Insel et al. 2010;Lilienfeld and Treadway 2016). Peterson (2015) and Weinberger et al. (2015) argued that the RDoC could not replace the DSM-5 psychiatric nosology (American Psychiatric Association 2013) or the parallel International Classification of Diseases (ICD) psychiatric nosology (World Health Organization 2012). But BFor the foreseeable future, RDoC is not envisioned as a system of psychiatric classification in its own right. Instead, in the near term, RDoC and DSM-ICD are expected to coexist. Nevertheless, RDoC is intended to provide scaffolding for a large-scale research program that will ultimately yield an alternative to DSM-ICD^ (Lilienfeld and Treadway 2016, p. 445).RDoC advocates accept that DSM-5/ICD psychiatric categories remain necessary in clinical practice, but argue that researchers should shift to RDoC study designs immediately. They assert that studying psychiatric categories lacking biological validity blocks the discovery of brain bases for psychopathology and thus cannot lead to effective medical treatments for specific psychiatric symptoms (Cuthbert and Insel 2013;Insel et al. 2010;Lilienfeld and Treadway 2016;Yee et al. 2015). Against this RDoC imperative for biological validity, Weinberger et al. (2015) countered that current DSM-5 psychiatric behavioral diagnoses were valid when they yielded effective medical treatment, clear prognosis, and a life course specific to a diagnosis.Autism spectrum disorder (ASD) research has been productive (Dawson 2016;de la Torre-Ubieta et al. 2016;Szatmari et al. 2016), but no ASD research findings have met the validity criteria of Weinberger et al. (2015). DSM-5 ASD research has found no s...

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Section: Do Shared Features Provide Construct Validity For An Asd Spementioning

confidence: 99%

ASD Validity

Waterhouse

London

Gillberg

2016

Rev J Autism Dev Disord

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“…This means that outcome will be dependent on the total clinical presentation, including intellectual level,21,46,47 and on the underlying medical etiology. The diagnostic complexities were discussed by Volkmar and Reichow48 who emphasized that even though the evidence-based research on treatment has increased in this young age group, the state of knowledge is limited.…”

Section: Discussionmentioning

confidence: 99%

Children who screen positive for autism at 2.5 years and receive early intervention: a prospective naturalistic 2-year outcome study

Miniscalco

Westerlund

et al. 2016

NDT

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BackgroundPrevious research has stressed the importance of early identification and intervention for children with autism spectrum disorders.MethodsChildren who had screened positive for autism at the age of 2.5 years in a general population screening and then received a diagnosis of autism spectrum disorder were enrolled in an intervention program provided by Swedish habilitation services. The following interventions were available: a comprehensive intervention based on Applied Behavior Analysis – Intensive Learning (IL) – in two settings, which included home- and preschool-based (IL Regular) and only home-based (IL Modified) and eclectic interventions.ResultsThere was considerable variability in terms of outcome, but intervention group status was not associated with any of the chosen outcome variables.ConclusionThe main finding was that the type of intervention was not critical for outcome of adaptive or global functioning. The variability in outcome demonstrates the need for continuous assessments and evaluation of the child’s function and behavior throughout the intervention period.

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“…Na základě experimentálního longitudinálního měření, stejně jako pozorováním v přirozených podmínkách, byly také stanoveny signifikantní markery odchylného vývoje řeči ve smyslu PAS (viz např. Bölte, Marschik, Falck-Ytter, Charman, Roeyers, & Elsabbagh, 2013;Volkmar, & Reichow, 2014) nebo Woynaroski et al (2017).…”

Section: Uvedení Do Problematikyunclassified

The options of the assessment of pragmatic communication level in children with autism spectrum disorder II. (Discussion of the main research outcomes from the percective of speech - language therapist)

Vitásková¹,

Kytnarová²,

Schwarzová³

et al. 2018

e-Pedagogium

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The article describes the main findings of the research focused on the possibility of evaluating the pragmatic level of communication in children with Autism Spectrum Disorder (ASD) from the point of view of speech-language therapist based on a comparison with groups of children with specific language impairment, a mild intellectual disability and typical children. We refer to the originally developed evaluation tool that can be used not only in speech-language therapy practice, and we compare the resulting findings with previously published pre-research. The findings show that some perceptual deficits at the level of the pragmatic language level, especially the recognition of the proxemics, as well as the surprising differences between performances of children with autism spectrum disorders compared to others, are confirmed. Given the variability and the identified pitfalls of evaluating socio-pragmatic language information, we recommend caution in evaluating and interpreting the pragmatic language level assessment not only in children with PAS.

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Infants and toddlers with autism: The promise and the challenges

Cited by 10 publications

References 28 publications

ASD Validity

ASD Validity

Children who screen positive for autism at 2.5 years and receive early intervention: a prospective naturalistic 2-year outcome study

The options of the assessment of pragmatic communication level in children with autism spectrum disorder II. (Discussion of the main research outcomes from the percective of speech - language therapist)

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