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The utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children

Guttentag, Sara; Bishop, Somer; Doggett, Rebecca; Shalev, Rebecca; Kaplan, Megan; Dyson, Margaret; Cohen, Morgan; Lord, Catherine; Di Martino, Adriana
LAY ABSTRACT/UNASSIGNED:. They also underscore the need to assess multiple sources of information for increased accuracy.
PMID: 34219504
ISSN: 1461-7005
CID: 4930132

The relationship between parent and child characteristics among families receiving a caregiver-mediated social skills intervention for autism [Meeting Abstract]

Shalev, R A; Gordillo, M; Sullivan, K; Chen, B; Doggett, R; Laugeson, E; Kuriakose, S; DiMartino, A
Objectives: A growing literature indicates that caregiver-mediated social skills interventions increase social competence among children with autism; however, very little is known about the role of parent characteristics in treatment success. As an initial step toward closing this gap, we examined the following: 1) the feasibility of collecting measures of caregivers and children enrolled in these interventions in a clinic setting; and 2) the relationships between baseline measures of caregivers and their children. Methods: We enrolled 19 children with autism (15 males; mean age = 11 +/- 3 years) and 19 caregivers (one per child; 15 females; mean age = 48 +/- 8 years) in either the Program for the Education and Enrichment of Relational Skills (PEERS) or the Children's Friendship Training. The Social Responsiveness Scale, 2nd Edition parent report (SRS-2-P) and the Child Behavior Checklist (CBCL) parent report were used to index children's autism severity and their internalizing and externalizing symptoms of psychopathology. Parent autistic traits were assessed using the SRS-2 adult form (SRS-2-A), which were completed by their spouses. Parent-rated Positive Affect Index (PAI) assessed the quality of the parent-child relationship. We measured the relationship between child and caregiver characteristics using two-tailed bivariate correlations. Results: Relationship quality, as measured by the PAI, varied across families (mean age = 47 +/- 8 years). High relationship quality was correlated negatively with scores of the CBCL Externalizing Problems Scale (r = -0.69, P = 0.004) and several subscales that load onto this scale (e.g., aggressive behavior, r = -0.73, P = 0.002). The SRS-2-P scores indicated that children have clinically significant scores, whereas the SRS-2-A scores indicate their caregivers do not. There was no significant relationship between SRS-2-P and SRS-2-A scores (r = -0.03, P = 0.94) or PAI and SRS-2-P scores (r = -0.30, P = 0.40). Conclusions: Results indicate that it is feasible to collect caregiver and child data in the context of a clinic-based, caregiver-mediated intervention. Preliminary data underscore the relationship between caregiver-child relationship quality and externalizing behavioral challenges in children with autism. This relationship should be investigated as a potential mediator of treatment effects
EMBASE:613991376
ISSN: 1527-5418
CID: 2401572

Is there an overlap in organizational skills impairment among children with autism spectrum disorder and attention deficit/ hyperactivity disorder? [Meeting Abstract]

Roth, M E; Stanislawski, E; Doggett, R; Di, Bartolo C; Gallagher, R; Abikoff, H B; Di, Martino A
Objectives: Organization, time management, and planning (OTMP) difficulties have an impact on a substantial proportion (~50 percent) of children with ADHD, and they improve with behavioral intervention. Given symptomatic overlap between ASD and ADHD, children with ASD may also experience OTMP impairments. To date, examinations of this domain in ASD are missing. Objectives include the following: 1) to characterize the nature and extent of OTMP deficits in children with ASD and identify rates of ADHD comorbidity in children with ASD with and without OTMP impairments (ASD+, ASD-, respectively); and 2) to identify similarities and differences between the ASD+ and ASD- subgroups and children with ADHD and OTMP impairments (ADHD+). Methods: We examined data (N = 85) of children aged 8-13 years with DSM-IV-TR diagnoses of ASD (n = 35) or ADHD (n = 31), as well as typically developing children (TDC) (n = 19). ANOVA compared the groups on parent scores on the Children's Organizational Skills Scale (COSS-P) and the subgroups on ASD traits, ADHD traits, and executive functions (ratings on the Social Responsiveness Scale, Conners' Parent Rating Scale, and Behavior Rating Inventory of Executive Functions). A threshold for significance was set at P = 0.01. Results: Children with ASD and ADHD had higher (i.e., more severe) COSS-P Total T scores than TDC. Forty-two percent of the children with ASD were ASD+ (i.e., COSS-P Total T >65), and 47 percent were categorized as ADHD+. Eighty-seven percent of the ASD+ had comorbid ADHD per clinician's interview, in contrast with only 27 percent of the ASD- subgroup. The severity of ADHD traits and executive dysfunction was no different between ASD+ and ADHD+ groups. In contrast, ASD- children had significantly lower ratings of ADHD and executive function severity than children with OTMP deficits. It is noteworthy that the ASD+ and ASD- groups differed in ASD ratings. Results were replicated with a second, independent sample group (N = 150). Conclusions: A substantial proportion of children with ASD exhibited OTMP functional impairment difficulties, which accompanied other symptoms typically observed in ADHD. Given the availability of evidence-based interventions for OTMP impairments in ADHD, adaptations of this intervention for this population may be warranted
EMBASE:613991574
ISSN: 1527-5418
CID: 2401502

Acquisition of multiple questions in the context of social conversation in children with autism

Doggett, Rebecca A; Krasno, Anna M; Koegel, Lynn Kern; Koegel, Robert L
Verbal initiations, such as questions, are essential components of social conversation often lacking in children with autism. Building on research showing that single questions can be taught in isolation, this study used a multiple baseline design to investigate whether a self-management intervention was effective for teaching concurrent acquisition and discrimination of three social questions in the context of conversation. Following intervention, participants rapidly increased their appropriate use of all three questions in a conversational context and maintained these gains over time. The participants also used questions appropriately with partners uninvolved in treatment. Additionally, the occasional presence of appropriate questions during baseline coupled with rapid improvement during intervention support theories that a lack of question-asking may be motivation-based rather than ability-based.
PMCID:3631576
PMID: 23292139
ISSN: 0162-3257
CID: 1182022