| Autor: |
Maddox BB; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Rump KM; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Stahmer AC; Department of Psychiatry and Behavioral Sciences, University of California, Davis MIND Institute.; Child and Adolescent Services Research Center., Suhrheinrich J; Child and Adolescent Services Research Center.; Department of Special Education, San Diego State University., Rieth SR; Child and Adolescent Services Research Center.; Department of Child and Family Development, San Diego State University., Nahmias AS; Department of Psychiatry and Behavioral Sciences, University of California, Davis MIND Institute., Nuske HJ; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Reisinger EM; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Crabbe SR; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Bronstein B; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania., Mandell DS; Penn Center for Mental Health, Department of Psychiatry, University of Pennsylvania. |
| Abstrakt: |
States in the United States differ in how they determine special education eligibility for autism services. Few states include an autism-specific diagnostic tool in their evaluation. In research, the Autism Diagnostic Observation Schedule (ADOS for first edition, ADOS-2 for second edition) is considered the gold-standard autism assessment. The purpose of this study was to estimate the proportion of children with an educational classification of autism who exceed the ADOS/ADOS-2 threshold for autism spectrum (concordance rate). Data were drawn from 4 school-based studies across 2 sites (Philadelphia, Pennsylvania, and San Diego, California). Participants comprised 627 children (2-12 years of age; 83% male) with an autism educational classification. Analyses included (a) calculating the concordance rate between educational and ADOS/ADOS-2 classifications and (b) estimating the associations between concordance and child's cognitive ability, study site, and ADOS/ADOS-2 administration year using logistic regression. More San Diego participants (97.5%, all assessed with the ADOS-2) met ADOS/ADOS-2 classification than did Philadelphia participants assessed with the ADOS-2 (92.2%) or ADOS (82.9%). Children assessed more recently were assessed with the ADOS-2; this group was more likely to meet ADOS/ADOS-2 classification than the group assessed longer ago with the ADOS. Children with higher IQ were less likely to meet ADOS/ADOS-2 classification. Most children with an educational classification of autism meet ADOS/ADOS-2 criteria, but results differ by site and by ADOS version and/or recency of assessment. Educational classification may be a reasonable but imperfect measure to include children in community-based trials. |
