Linking autism measures with the ICF-CY: Functionality beyond the borders of diagnosis and interrater agreement issues

Castro, Susana; Ferreira, Tiago; Dababnah, Sarah; Pinto, Ana Isabel

doi:10.3109/17518423.2012.733438

Cited by 31 publications

(30 citation statements)

References 26 publications

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“…Extensive research has also been conducted on mapping extant measurements with items of currently used measurements for child development, health, and disability to the ICF-CY functioning dimensions. Relevant examples include the autism diagnostic observation schedule (ADOS; Lord et al, 2011) and the schedule of growing skills (SGS II; Bellman et al, 1996), which have been mapped to the classification's items (Castro et al, 2013(Castro et al, , 2014a.…”

Section: Final Considerationsmentioning

confidence: 99%

Mind the Gap: The New Special Educational Needs and Disability Legislation in England

Castro

Palikara

2016

Front. Educ.

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Section: Final Considerationsmentioning

confidence: 99%

Mind the Gap: The New Special Educational Needs and Disability Legislation in England

Castro

Palikara

2016

Front. Educ.

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“…The ICF framework also incorporates the influence of contextual factors (personal and environmental) on function. This framework has increasingly been utilized as a conceptual framework for outcomes measurement in health and disability research for a variety of clinical populations, including youth with developmental disabilities and autism (Bonanni, et al, 2009; Castro, et al 2013; Poon, 2011). …”

Section: Introductionmentioning

confidence: 99%

Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders

Coster

Kramer

Tian

et al. 2015

Autism

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The Pediatric Evaluation of Disability Inventory-Computer Adaptive Test is an alternative method for describing the adaptive function of children and youth with disabilities using a computer-administered assessment. This study evaluated the performance of the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test with a national sample of children and youth with autism spectrum disorders aged 3–21 years. Parents (n = 365) completed an online survey that included demographics, the Social Communication Questionnaire, and the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test Social/Cognitive, Daily Activities, and Responsibility domains. Item response theory analysis confirmed items in each domain fit a unidimensional model and few items misfit. A large number of items in the Social/Cognitive domain showed differential item functioning, indicating a unique order of item difficulty in this population in this domain. Differences in item difficulty estimates were addressed through a parameter linking (equating) process. Simulations supported the accuracy and precision of the Computer Adaptive Test. Results suggest that the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test, as modified for autism spectrum disorder, is an efficient and sound assessment for this population.

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“…), we focused on the analysis of section E (the outcomes) in the EHC plans, and the GFS II (McWilliam, 2005) was used to rate each one of the outcomes on a scale from 1 to 4: not at all, somewhat, much, or very much. 10% of the outcomes were randomly selected using an automatic number generator and cross-checked by two coders; where agreement was not reached, a third judge with similar expertise was called to support decision-making regarding the final coding, in order to increase trustworthiness, as performed in other similar studies (Castro et al, 2013(Castro et al, , 2019. In order to test the likelihood of frequency of high quality ratings per local authority, type of school and type of need, assumptions for running ordinal logistic regression were tested; Because the assumption of proportional odds required to perform ordinal logistic regression was not met, the outcome variables (quality criteria) were converted into dichotomous variables where low quality includes not at all and somewhat and high quality includes much and very much ratings.…”

Section: Discussionmentioning

confidence: 99%

Status Quo and Inequalities of the Statutory Provision for Young Children in England, 40 Years on From Warnock

2019

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In England, the Children and Families Act 2014 has been regarded as the most radical change in the Special Educational Needs and Disability provision for decades. Building on the recommendations of the Warnock report and subsequent 1981 Education Act, the 2014 Act introduced the Education Health and Care plans to replace the Statements of Special Educational Needs, with the view to promote holistic and participation-focused provision. This study aimed to examine and compare the quality of the Education Health and Care plans developed in some of the most deprived and some of the most affluent regions in England, with a particular focus on young children, given the well-documented instrumental role of early childhood intervention. The Education Health and Care plans of 71 children aged 4-8 years old were gathered and a systematic analysis of the needs and outcomes reported in those plans was conducted. Results show that the pattern of needs is similar across diagnostic categories, with the exception of mobility needs. However, more affluent local authorities provide more detailed descriptions of certain types of needs (related to mental functions and sensory functions) and higher quality outcomes. Special settings also present more detailed descriptions of some needs than mainstream settings, as well as higher quality outcomes. The higher the number of reported mental functions needs (related to emotional regulation), the higher the quality of the outcomes written for those children. However, the quality of the outcomes is markedly low across plans, local authorities and settings. These results show that the status quo of the Special Educational Needs and Disability policy and provision is still characterized by marked social inequality and specialized work-force disparities, 40 years on from the first Warnock report and the commitment to full inclusion.

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Linking autism measures with the ICF-CY: Functionality beyond the borders of diagnosis and interrater agreement issues

Cited by 31 publications

References 26 publications

Mind the Gap: The New Special Educational Needs and Disability Legislation in England

Mind the Gap: The New Special Educational Needs and Disability Legislation in England

Evaluating the appropriateness of a new computer-administered measure of adaptive function for children and youth with autism spectrum disorders

Status Quo and Inequalities of the Statutory Provision for Young Children in England, 40 Years on From Warnock

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