Recent international studies have estimated ASD prevalence to be around 1.2-1.5 among children ( Christensen et al., 2016 Saemundsen, Magnusson, Georgsdóttir, Egilsson, & Rafnsson, 2013 Sun et al., 2015). (2016), this change has contributed to find more severe profiles of nuclear and comorbid symptoms in children with a diagnosis of ASD. Meanwhile, those children that have problems with the pragmatic aspects of social communication but do not have restricted behaviour patterns are now included in the social pragmatic communication disorder (SCD), whereas previously they were diagnosed as having non-specified pervasive developmental disorders. Autism spectrum disorder (ASD) is characterized by a dyad of impairments in social communication/interaction, and restricted or repetitive patterns of behaviour and interests ( Mandy, Charman, & Skuse, 2012 Shuster, Perry, Bebko, & Toplak, 2014). Neurodevelopmental disorders include several conditions that affect the child's ability to socially interact and communicate with others ( American Psychiatric Association, APA, 2013). Conclusiones: Consideramos que el EDUTEA puede ser una herramienta útil para la detección de TEA en las escuelas. El cuestionario mostró correlaciones moderadas con la puntuación de severidad de la Escala de Observación para el Diagnóstico del Autismo (ADOS-2) y la competencia pragmática evaluada en los niños. Se propone utilizar la puntuación total de 10 como punto de corte, ya que proporcionó altos valores de sensibilidad (87%), especificidad (91,2%) y valor predictivo positivo (0,87). El análisis de curvas ROC indicó una elevada predictibilidad del área bajo la curva (0,90). Resultados: Presentó una estructura bifactorial con una elevada fiabilidad interna, comprendiendo los factores de Alteraciones de la comunicación social (α=0,95) y Patrones restrictivos de comportamiento (α=0,93). Método: Fue diseñado en base a criterios DSM-5 y validado en una muestra de 2.660 escolares españoles. El cuestionario EDUTEA se creó para proporcionar a profesionales del ámbito clínico y de la investigación una herramienta para la detección de los trastornos del espectro del autismo y de la comunicación social pragmática en el entorno escolar. La información que ofrecen los maestros sobre los problemas psicológicos suele ser frecuentemente muy útil dado que éstos pueden comparar el desarrollo del niño con su grupo de iguales. Conclusions: The EDUTEA could be useful in ASD screening protocols in schools. Moderate correlations were found with the severity score of the Autism Diagnostic Observation Schedule (ADOS-2) and the child pragmatic competence. We propose using a cut-off score of 10, which gives high values of sensitivity (87%), specificity (91.2%) and positive predictive value (.87). The ROC curve showed that the area under the curve was highly predictive (.90). Results: The EDUTEA showed a two-factor structure with high internal reliability: Social communication impairments (α=.95) and Restricted behaviour patterns (α=.93). Method: It was designed according to DSM-5 criteria and validated in a sample of 2,660 Spanish schoolers. The EDUTEA questionnaire aims to provide clinicians and researchers with a brief tool that can be used to screen autism spectrum disorders and social communication disorders in school settings. Teacher's reports about child psychopathology are often useful because they make it possible to compare children's development within their normative peer group.
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