Spotting Signs of Autism in 3-Year-Olds: Comparing Information from Parents and Preschool Staff

Autor/inn/en	Nilsson Jobs, Elisabeth; Bölte, Sven; Falck-Ytter, Terje
Titel	Spotting Signs of Autism in 3-Year-Olds: Comparing Information from Parents and Preschool Staff
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 3, S.1232-1241 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nilsson Jobs, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3821-5
Schlagwörter	Autism; Preschool Children; Parent Attitudes; Teacher Attitudes; Preschool Teachers; Symptoms (Individual Disorders); Identification; Clinical Diagnosis; Pervasive Developmental Disorders; Accuracy; At Risk Students; Control Groups; Correlation; Diagnostic Tests; Comparative Analysis + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Psychiatrische Symptomatik; Identifikation; Identifizierung; Korrelation; Diagnostic test; Diagnostischer Test
Abstract	Preschool informants may provide valuable information about symptoms of autism spectrum disorder (ASD) in young children. We compared the diagnostic accuracy of ratings by preschool staff with those by parents of 3-year-old children using the Achenbach System of Empirically Based Assessment Preschool Forms. The sample consisted of 32 children at familial risk for ASD without diagnosis, 10 children at risk for ASD with diagnosis, and 14 low-risk typically developing controls. Preschool staff ratings were more accurate than parent ratings at differentiating children with and without ASD, and more closely associated with clinician-rated symptoms. These results point to the value of information from preschool informants in early detection and diagnostic assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01