Utility of the Social and Communication Questionnaire in the Differentiation of Autism from ADHD

Ghaziuddin, Mohammad; Welch, Kathy; Mohiuddin, Sarah; Lagrou, Robert; Ghaziuddin, Neera

doi:10.1007/s10882-010-9199-8

Cited by 10 publications

(16 citation statements)

References 16 publications

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“…An alternative approach to investigate the effects of comorbidity between ASD and ADHD is to assess whether a sample of children ascertained primarily in terms of a diagnosis of ASD shows similarly elevated comorbid and cognitive problems. Studies generally find that children with ADHD + ASD have elevated ASD symptomatology, higher rates of comorbid ODD, CD, anxiety and depression problems and lower IQ scores than children with ASD-only [ 62 – 66 ] although others do not [ 28 , 67 ]. Thus it would seem that, in general, ADHD problems in children with ASD also index more comorbid and cognitive problems, lending support to the removal of the dual diagnosis exclusion proposed for DSM-5 [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Autistic traits in children with ADHD index clinical and cognitive problems

Cooper

Martin

Langley

et al. 2013

Eur Child Adolesc Psychiatry

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Traits of autistic spectrum disorders (ASD) occur frequently in attention deficit hyperactivity disorder (ADHD), but the significance of their presence in terms of phenotype and underlying neurobiology is not properly understood. This analysis aimed to determine whether higher levels of autistic traits, as measured by the Social Communication Questionnaire (SCQ), index a more severe presentation in a large, rigorously phenotyped sample of children with ADHD (N = 711). Regression analyses were used to examine association of SCQ scores with core ADHD features, clinical comorbidities and cognitive and developmental features, with adjustment for putative confounders. For outcomes showing association with total SCQ score, secondary analyses determined levels of differential association of the three ASD sub-domains. Results suggest that increasing ASD symptomatology within ADHD is associated with a more severe phenotype in terms of oppositional, conduct and anxiety symptoms, lower full-scale IQ, working memory deficits and general motor problems. These associations persisted after accounting for ADHD severity, suggesting that autistic symptomatology independently indexes the severity of comorbid impairments in the context of ADHD. Sub-domain scores did not show unique contributions to most outcomes, except that social deficits were independently associated with oppositional symptoms and repetitive behaviours independently predicted hyperactive-impulsive symptoms and motor problems. It would be worthwhile for clinicians to consider levels of socio-communicative and repetitive traits in those with ADHD who do not meet diagnostic criteria for ASD, as they index higher levels of phenotypic complexity, which may have implications for efficacy of interventions.Electronic supplementary materialThe online version of this article (doi:10.1007/s00787-013-0398-6) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Autistic traits in children with ADHD index clinical and cognitive problems

Cooper

Martin

Langley

et al. 2013

Eur Child Adolesc Psychiatry

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“…Relatively few studies have evaluated the SRS, with many advising caution when using the SRS to distinguish between ASD and related conditions, such as intellectual disability,186 oppositional defiant disorder or conduct disorder,186 social phobia,187 and selective mutism 187. Only two studies evaluated the SCQ,188189 and both focused on distinguishing ASD from attention-deficit/hyperactivity disorder (ADHD). The SCQ differentiated ASD from ADHD symptoms, although the authors in both studies caution against using it alone as a definitive diagnostic test 77…”

Section: Diagnostic Assessment Toolsmentioning

confidence: 99%

Autism spectrum disorder: advances in diagnosis and evaluation

Zwaigenbaum

Penner

2018

BMJ

182

137

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Autism spectrum disorder (ASD) has a variety of causes, and its clinical expression is generally associated with substantial disability throughout the lifespan. Recent advances have led to earlier diagnosis, and deep phenotyping efforts focused on high risk infants have helped advance the characterization of early behavioral trajectories. Moreover, biomarkers that measure early structural and functional connectivity, visual orienting, and other biological processes have shown promise in detecting the risk of autism spectrum disorder even before the emergence of overt behavioral symptoms. Despite these advances, the mean age of diagnosis is still 4-5 years. Because of the broad consistency in published guidelines, parameters for high quality comprehensive assessments are available; however, such models are resource intensive and high demand can result in greatly increased waiting times. This review describes advances in detecting early behavioral and biological markers, current options and controversies in screening for the disorder, and best practice in its diagnostic evaluation including emerging data on innovative service models.

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“…Previous research on the SCQ indicates that there are significant differences between ASD and ADHD groups on the total score of the SCQ, and that this measure can reliably differentiate ASD from non-ASD groups. For example, a U.S.-based study conducted by Ghaziuddin, Welch, Mohiuddin, Lagrou, and Ghaziuddin (2010) compared children with ASD ( n = 19), ADHD ( n = 57), and those with dual diagnoses of both ASD and ADHD ( n = 22). Participants were recruited from child psychiatry clinics and an inclusion criteria of an IQ of 70 or greater was applied.…”

Section: Asd Versus Adhd Using the Scqmentioning

confidence: 99%

“…There is only one study to date that has attempted to examine this issue. Using a series of multinomial logistic regression, Ghaziuddin and his colleagues (2010) identified nine items (i.e., SCQ Items 6, 7, 13, 14, 26, 27, 33, 36, and 37) as “particularly significant in differentiating between ADHD and ASD groups” (Ghaziuddin et al, 2010, p. 362). However, these authors did not provide a clear explanation of the statistical criteria used for determining inclusion into the “particularly significant” item pool.…”

Section: Asd Versus Adhd Using the Scqmentioning

confidence: 99%

“…Namely, (a) examine the ability of the SCQ in differentiating between ASD and ADHD and determine the clinical cutoff scores on the SCQ for differentiating between these two conditions, using current DSM-5 criteria that specifies a dyad of core characteristics, social communication, and repetitive behaviors and (b) whether children with ADHD obtain higher scores in comparison with TD children with regard to overall and domain scores (i.e., total, social communication, and repetitive behaviors). Second, to replicate the study by Ghaziuddin and his colleagues (2010) with regard to the identification of SCQ items that best differentiate ASD and ADHD using current diagnostic criteria.…”

Section: Current Studymentioning

confidence: 99%

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