'Instruments Are Good at Eliciting Information; Scores Are Very Dangerous': The Perspectives of Clinical Professionals Regarding Neurodevelopmental Assessment

Autor/inn/en	Coughlan, Barry; Woolgar, Matt; Weisblatt, Emma J. L.; Duschinsky, Robbie
Titel	'Instruments Are Good at Eliciting Information; Scores Are Very Dangerous': The Perspectives of Clinical Professionals Regarding Neurodevelopmental Assessment
Quelle	In: Autism: The International Journal of Research and Practice, 27 (2023) 4, S.905-915 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coughlan, Barry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613221121413
Schlagwörter	Autism Spectrum Disorders; Attention Deficit Hyperactivity Disorder; Allied Health Personnel; Clinical Diagnosis; Diagnostic Tests; Foreign Countries; Disability Identification; Evaluation Methods; United Kingdom + Suchen Sie Ihr Suchwort? Autism; Autismus; Diagnostic test; Diagnostischer Test; Ausland; Großbritannien
Abstract	Clinical judgement is a crucial part of autism and attention deficit hyperactivity disorder (ADHD) assessments. This study aims to harness insights from psychology and sociology to explore clinical perspectives and assessment practices of autism and attention deficit hyperactivity disorder. Qualitative interviews were conducted with health care professionals (n = 17). Interviews were conducted between January and May 2019. Data were analysed using a thematic approach. Themes were sorted into two interrelated categories (1) approaches to diagnosis (2) elements of diagnosis. Approaches to diagnosis were comprised of the following subthemes: nature of diagnosis, application of diagnosis: natural and pragmatic, revisiting conceptualisations: sub-optimal practice & unhelpful diagnoses, autism and attention deficit hyperactivity disorder. Elements of diagnosis contained three related subthemes: contextualising standardised assessments, triangulating material, organisational factors. There is sometimes a pragmatic as well as nosological dimension to diagnosis. Competing desires for consistency and utility add further complexity to neurodevelopmental assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01