Screening for Autism Spectrum Disorders Using the PEDS and M-CHAT

Eapen, Valsamma; Črnčec, Rudi; Woolfenden, Susan; Blackmore, Roger

doi:10.1080/19315864.2012.704489

Cited by 5 publications

(4 citation statements)

References 26 publications

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“…The third study, conducted in New Zealand, made use of the PEDS to measure developmental outcomes of children at age four who had been exposed to maternal antiepileptic drug use (Richards et al, 2019). In HICs, use of the PEDS in studies was often for detection of autism spectrum disorder (ASD) and its comparison to ASD-specific tools such as the M-CHAT (Eapen et al, 2014; Pinto-Martin et al, 2008; Wiggins et al, 2014). Five of the 20 studies conducted in HICs (Table 4) focused on factors that could potentially influence the assessment such as foster care, inter-country adoption, multilingualism, culture, and low socio-economic status and the PEDS (Diamond et al, 2015; Hodges et al, 2016; Huntington et al, 2016; Kiing et al, 2012; Simon et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools

Abdoola

Swanepoel

Linde

2022

Journal of Early Intervention

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The Parents’ Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools frequently used to identify young children requiring early intervention. An ideal screening tool for all contexts would be brief, inexpensive with appropriate test items and good psychometric properties. A scoping review was conducted to review studies that used the PEDS, PEDS:DM, and PEDS tools to screen for the need for further referrals and evaluation through parent report. Thirty articles, ranging from 2003 to 2020, conducted in high-income countries (HICs) and lower-middle income countries (LMICs), were included from the 1,468 records identified. Studies conducted in HICs ( n = 19) included screening of special population groups and comparing validated tools. LMIC studies ( n = 11) focused on translations, combination of the PEDS tools, validations of tools, and use of an app-based tool (mHealth). High referral rates were obtained with PEDS (23–41%) and PEDS:DM (12–54%) in LMICs where at-risk populations are more prevalent and cultural differences may affect tool validity. A global dearth of research on PEDS:DM and PEDS tools exist; the review highlights factors that influence the validity and impact widespread use of the screening measures, especially in diverse populations and LMICs.

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Section: Resultsmentioning

confidence: 99%

A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools

Abdoola

Swanepoel

Linde

2022

Journal of Early Intervention

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“…Moreover, the method used in the study required considerable resources (training pediatricians); that has made it difficult for other researchers to replicate the study or to use in general practice. Eapen et al (2014) used the PEDS as a first stage screener and the M-CHAT in the second stage in two daycares: one is a specialized daycare for infants and children with ASD or other developmental or learning disabilities, and the other one is a regular daycare. The intent of the study was to see if the results from the PEDS would be able to predict the findings from the M-CHAT in a meaningful manner.…”

Section: Broadband Screeners Combined With Another Screenermentioning

confidence: 99%

Parent Prediction of Autism Spectrum Disorder in Infants at Risk: A Follow-up Study

Wang

Hudson

et al. 2016

J Child Fam Stud

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Later-born siblings of children with autism spectrum disorder (ASD) are considered at biological risk for ASD and the broader autism phenotype. Early screening may detect early signs of ASD and facilitate intervention as soon as possible. This follow-up study revisits and re-examines a second-degree autism screener for children at biological risk of autism, the Parent Observation Early Markers Scale (POEMS, Feldman et al., 2012). Using available follow-up information, 110 children (the original 108 infants plus 2 infants recruited after the completion of the original Purpose of the Study .

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“…Global studies have identified the average prevalence of ASD to be between 1% and 2% [12]. [13] demonstrated that 58 per 10,000 children were noted to have characteristics of ASD in a study that used an autism screening questionnaire. In a follow-up using a clinical interview conducted as part of the same study, [13] demonstrated that the weighted prevalence was estimated to be 29 per 10,000 for a DSM IV diagnosis of pervasive developmental disorder.…”

Section: Introductionmentioning

confidence: 99%

Virtual voice assistant applications improved expressive verbal abilities and social interactions in children with autism spectrum disorder: a Single-Subject experimental study

Safi

Sadrani

Moustafa

2021

International Journal of Developmental Disabilities

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Background: Children with autism spectrum disorder (ASD) tend to have communication and social interaction deficits. Their impaired communication is derived from difficulties in acquiring language. The use of interactive technologies has been demonstrated to enhance verbal and non-verbal communication, as well as the social interaction tendencies of children with ASD. Artificial intelligence has played a growing role in the habilitation of children with ASD. However, little research exists on the possible roles and effectiveness of virtual voice assistants in developing language and social skills in children with ASD. This study examined the effects of using a voice assistant in children with ASD on two outcomes: speech skills (expressive verbal vocabulary and production of short phrases) and social interaction skills (playing/sharing).Methods: An interventional single-case design study was used to explore this concept using three children with ASD between the ages of 4 and 11 years. The participants used an accessible virtual voice assistant, Apple's Siri, for three months. Pre-and post-intervention questionnaires and semi-structured interviews with mothers were administered to measure the communication and social interaction skills of the participating children.Results: Participant One, Two and Three showed a notable improvement in the total number of correct words produced with fewer attempts during the VVA intervention compared with the baseline phase. Further, all participants showed increases in the social interactions in the intervention phase, compared with the baseline phase. Finally, all the mothers noted improvement in their children's speech intelligibility and social interactions. Conclusions:Results showed that the virtual voice assistant had positive effects on the speech and social interaction skills of children with ASD. The findings of this study implied that children with ASD can use readily available voice assistant software to improve their speech and social interaction skills. Furthermore, this study's findings could be used to develop strategies to increase the availability of artificial intelligence infrastructure in schools and homes to help children with ASD.

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Screening for Autism Spectrum Disorders Using the PEDS and M-CHAT

Cited by 5 publications

References 26 publications

A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools

A Scoping Review on the Use of the Parents Evaluation of Developmental Status and PEDS: Developmental Milestones Screening Tools

Parent Prediction of Autism Spectrum Disorder in Infants at Risk: A Follow-up Study

Virtual voice assistant applications improved expressive verbal abilities and social interactions in children with autism spectrum disorder: a Single-Subject experimental study

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