Quantitative Assessment of Autistic Symptomatology in Preschoolers

Autor/inn/en	Pine, Elyse; Luby, Joan; Abbacchi, Anna; Constantino, John N.
Titel	Quantitative Assessment of Autistic Symptomatology in Preschoolers
Quelle	In: Autism: The International Journal of Research & Practice, 10 (2006) 4, S.344-352 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361306064434
Schlagwörter	Pervasive Developmental Disorders; Preschool Children; Early Intervention; Interrater Reliability; Interviews; Measures (Individuals); Correlation; Symptoms (Individual Disorders); Interpersonal Competence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interrater-Reliabilität; Interviewing; Interviewtechnik; Messdaten; Korrelation; Psychiatrische Symptomatik; Interpersonale Kompetenz
Abstract	Given a growing emphasis on early intervention for children with autism, valid quantitative tools for measuring treatment response are needed. The Social Responsiveness Scale (SRS) is a brief (15-20 minute) quantitative measure of autistic traits in 4-to 18-year-olds, for which a version for 3-year-olds was recently developed. We obtained serial SRS measurements on 73 preschool children with (n = 51) and without (n = 22) autism spectrum conditions. Inter-rater reliability (mothers and teachers) and test-retest reliability were of the order of 0.75 (Pearson's r). There was substantial agreement between SRS scores and (1) the Vineland Adaptive Behavior Composite (Pearson's r = -0.86) and (2) scores for social impairment on the Autism Diagnostic Interview--Revised (r = 0.63). Overall, quantitative autistic trait scores tended to improve over time in preschoolers, irrespective of treatment conditions. We conclude that it is possible to obtain reliable quantitative measurements of autistic social impairment in preschoolers, suitable for assessing treatment response. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10