Standardizing ADOS Domain Scores: Separating Severity of Social Affect and Restricted and Repetitive Behaviors

Hus, Vanessa; Gotham, Katherine; Lord, Catherine

doi:10.1007/s10803-012-1719-1

Cited by 465 publications

(424 citation statements)

References 19 publications

Supporting

Mentioning

417

Contrasting

Unclassified

Order By: Relevance

“…In the current project, participants received modules 1, 2, or 3. The Social Affect Calibrated Severity Scores (SA-CSS) and the Restricted and Repetitive Behavior Calibrated Severity Scores (RRB-CSS), which allow comparisons across different modules, provided by Hus et al (2014) were utilized. Within the present study, 22 Module 1s (10 FXS, 12 ASD), 46 Module 2s (34 FXS, 12 ASD), and 19 Module 3s (7 FXS, 12 ASD) were administered.…”

Section: Methodsmentioning

confidence: 99%

Language Skills of Males with Fragile X Syndrome or Nonsyndromic Autism Spectrum Disorder

Thurman

McDuffie

Hagerman

et al. 2017

J Autism Dev Disord

View full text Add to dashboard Cite

Despite the similarities observed between the fragile X syndrome (FXS) and autism spectrum disorder (ASD) phenotypes, few studies have compared their behavioral profiles outside of ASD symptomatology. In the present study, we sought to compare lexical and grammatical abilities in these two conditions. Comparisons of language abilities in both of these conditions are particularly interesting because both conditions are characterized by difficulties navigating social interactions. Results suggest that although both FXS and ASD are associated with language difficulties, there are important differences between the two conditions in terms of the language profiles observed and the factors influencing language when considering children of similar developmental levels. Theoretical implications are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

Language Skills of Males with Fragile X Syndrome or Nonsyndromic Autism Spectrum Disorder

Thurman

McDuffie

Hagerman

et al. 2017

J Autism Dev Disord

View full text Add to dashboard Cite

show abstract

“…We also classified the same children with ASD according to median splits of ADOS SA CSSs (7 or higher was categorized as high) and RRB CSSs (9 or 10 were categorized as high) [59]. We conducted a Fisher exact test on proportions (with both PPC and ADOS CSSs as categorical variables) and a Mann–Whitney U test on total PPC scores as a continuous dependent variable with the number of ASD domains impacted as measured by ADOS CSSs (zero or one vs. both categorized as “high” by median splits) as the independent factor.…”

Section: Methodsmentioning

confidence: 99%

Memory in language-impaired children with and without autism

Hill

Santen

Gorman

et al. 2015

J Neurodevelop Disord

View full text Add to dashboard Cite

BackgroundA subgroup of young children with autism spectrum disorders (ASD) have significant language impairments (phonology, grammar, vocabulary), although such impairments are not considered to be core symptoms of and are not unique to ASD. Children with specific language impairment (SLI) display similar impairments in language. Given evidence for phenotypic and possibly etiologic overlap between SLI and ASD, it has been suggested that language-impaired children with ASD (ASD + language impairment, ALI) may be characterized as having both ASD and SLI. However, the extent to which the language phenotypes in SLI and ALI can be viewed as similar or different depends in part upon the age of the individuals studied. The purpose of the current study is to examine differences in memory abilities, specifically those that are key “markers” of heritable SLI, among young school-age children with SLI, ALI, and ALN (ASD + language normal).MethodsIn this cross-sectional study, three groups of children between ages 5 and 8 years participated: SLI (n = 18), ALI (n = 22), and ALN (n = 20). A battery of cognitive, language, and ASD assessments was administered as well as a nonword repetition (NWR) test and measures of verbal memory, visual memory, and processing speed.ResultsNWR difficulties were more severe in SLI than in ALI, with the largest effect sizes in response to nonwords with the shortest syllable lengths. Among children with ASD, NWR difficulties were not associated with the presence of impairments in multiple ASD domains, as reported previously. Verbal memory difficulties were present in both SLI and ALI groups relative to children with ALN. Performance on measures related to verbal but not visual memory or processing speed were significantly associated with the relative degree of language impairment in children with ASD, supporting the role of verbal memory difficulties in language impairments among early school-age children with ASD.ConclusionsThe primary difference between children with SLI and ALI was in NWR performance, particularly in repeating two- and three-syllable nonwords, suggesting that shared difficulties in early language learning found in previous studies do not necessarily reflect the same underlying mechanisms.Electronic supplementary materialThe online version of this article (doi:10.1186/s11689-015-9111-z) contains supplementary material, which is available to authorized users.

show abstract

“…These composite scores were created to enable researchers to explicitly explore the relationship between RRBs and different domains of language. There are other recently developed conventions for creating RRB scores (e.g., Hus, Gotham, & Lord, 2014); however, we chose to use the same conventions that had been previously established in order to compare and extend our prior results. For children who received the ADOS-T (n = 47), scores were summed across the following items: unusual sensory interest in play material/person, hand and finger or the higher value from either hand and finger movements/ posturing or other complex mannerisms.…”

Section: Language Measuresmentioning

confidence: 99%

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Ellawadi

Weismer

2015

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose Spoken language benchmarks proposed by Tager-Flusberg et al. (2009) were used to characterize communication profiles of toddlers with autism spectrum disorders and to investigate if there were differences in variables hypothesized to influence language development at different benchmark levels. Method The communication abilities of a large sample of toddlers with autism spectrum disorders ( N = 105) were characterized in terms of spoken language benchmarks. The toddlers were grouped according to these benchmarks to investigate whether there were differences in selected variables across benchmark groups at a mean age of 2.5 years. Results The majority of children in the sample presented with uneven communication profiles with relative strengths in phonology and significant weaknesses in pragmatics. When children were grouped according to one expressive language domain, across-group differences were observed in response to joint attention and gestures but not cognition or restricted and repetitive behaviors. Conclusion The spoken language benchmarks are useful for characterizing early communication profiles and investigating features that influence expressive language growth.

show abstract

Standardizing ADOS Domain Scores: Separating Severity of Social Affect and Restricted and Repetitive Behaviors

Cited by 465 publications

References 19 publications

Language Skills of Males with Fragile X Syndrome or Nonsyndromic Autism Spectrum Disorder

Language Skills of Males with Fragile X Syndrome or Nonsyndromic Autism Spectrum Disorder

Memory in language-impaired children with and without autism

Using Spoken Language Benchmarks to Characterize the Expressive Language Skills of Young Children With Autism Spectrum Disorders

Contact Info

Product

Resources

About