Evaluation of Diagostic and Services Practices in Autism

自闭症诊断和服务实践的评估

基本信息

批准号：
7447329
负责人：
NATACHA AKSHOOMOFF
金额：
$ 16.77万
依托单位：
UNIVERSITY OF CALIFORNIA, SAN DIEGO
依托单位国家：
美国
项目类别：
财政年份：
2004
资助国家：
美国
起止时间：
2004-07-01 至 2010-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7447329
关键词：
Address Age Agreement Autistic Disorder Award Behavior California Categories Characteristics Child Clinical Collaborations Communities Data Development Diagnosis Diagnostic Disease Doctor of Philosophy Early Intervention Education Educational Assessment Educational Intervention Evaluation Evidence based practice Family Foundations Goals Gold Health Services Research Individual K-Series Research Career Programs Knowledge Learning Mental Health Mentors Methodology Methods Modification Nature Numbers Outcome Phase Pilot Projects Practice Guidelines Provider Psychologist Qualifying Range Recording of previous events Records Research Research Design Respondent Sampling Schools Services Special Education Standards of Weights and Measures Surveys System Techniques Testing Time Training Work Workplace base career design developmental disease diagnostic accuracy evidence based guidelines experience innovation instrument neuropsychological research study statistics tool

项目摘要

DESCRIPTION (provided by applicant): The clinical complexities of proper diagnosis and assessment of children with ASD, together with federal and state mandates to provide services, present significant challenges to local schools and public service providers. Autism is increasingly conceptualized to encompass a spectrum of disorders rather than a unitary, classically defined developmental disorder. Given the large number of behaviors that define the "autistic spectrum disorders" (ASD) and the variability seen across individual children even within the same diagnostic category, proper identification and assessment requires experienced clinicians and educators. It appears that better identification and broader categorization have contributed to the increasing numbers of children who are being identified with ASD. Standardized diagnostic instruments that have been demonstrated to be reliable and valid are now widely used in ASD research. While comprehensive, valid assessments are essential for educational planning, the direct clinical or educational benefits of diagnostic distinctions within the autism spectrum are a matter of debate. The applicant proposes to evaluate the range of diagnostic distinctions that are present in children who are receiving educational interventions under the autism category. The nature of diagnostic and educational assessments used by service delivery systems for children with autism will be investigated. These data will be used to determine how the broader definition of autism used by schools compares with a diagnosis based on the use of research-based standardized test instruments by experienced professionals. The applicant is requesting a Career Development Award (K23) to obtain the advanced training in services research she needs to address these issues. The applicant's strong background of academic, research, and clinical training in diagnostic and neuropsychological assessment in children, research design and statistics, and autism specific issues will provide an excellent foundation for this work. The proposed training goals, including becoming familiar with statistics and longitudinal techniques used in services research, and obtaining greater knowledge about schools and school-based assessment services, in conjunction with the research plan, will allow the applicant to pursue innovative approaches to implementing research-based diagnostic and assessment methods for children with autism in community settings.

描述（由申请人提供）：适当诊断和评估ASD儿童的临床复杂性，以及联邦和州提供服务的授权，对当地学校和公共服务提供者面临重大挑战。自闭症越来越多地概念化，以涵盖各种疾病，而不是统一的，经典的发育障碍。鉴于定义“自闭症谱系障碍”（ASD）的大量行为以及即使在同一诊断类别内看到的各个孩子的变异性，适当的识别和评估都需要经验丰富的临床医生和教育工作者。看来，更好的识别和更广泛的分类促成了被ASD认同的儿童越来越多。现已证明是可靠且有效的标准化诊断工具，现在已广泛用于ASD研究中。尽管全面，有效的评估对于教育计划至关重要，但自闭症谱系中诊断区别的直接临床或教育益处是辩论问题。申请人建议评估在自闭症类别下接受教育干预措施的儿童中存在的诊断区别范围。服务提供系统为自闭症儿童使用的诊断和教育评估的性质将得到研究。这些数据将用于确定学校使用的自闭症的更广泛定义与经验丰富的专业人员使用基于研究的标准化测试工具的诊断相比。申请人要求获得职业发展奖（K23），以获取她需要解决这些问题所需的高级服务研究培训。申请人在儿童，研究设计和统计学以及自闭症特定问题的诊断和神经心理评估方面的学术，研究和临床培训的强大背景将为这项工作提供良好的基础。拟议的培训目标，包括熟悉服务研究中使用的统计数据和纵向技术，并与研究计划一起获得有关学校和学校评估服务的更多知识，将使申请人能够采取创新方法来实施基于研究的诊断和评估方法，以在社区环境中为具有自闭症的儿童提供基于研究的诊断和评估方法。

项目成果

期刊论文数量（4）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

A Pilot Study Examining the Use of the Autism Diagnostic Observation Schedule in Community-Based Mental Health Clinics.

一项检验自闭症诊断观察计划在社区心理健康诊所中使用情况的试点研究。

DOI：
10.1016/j.rasd.2015.08.007
发表时间：
2015
期刊：
Research in autism spectrum disorders
影响因子：
2.5
作者：
Stadnick,Nicole;Brookman-Frazee,Lauren;Williams,KatherineNguyen;Cerda,Gabrielle;Akshoomoff,Natacha
通讯作者：
Akshoomoff,Natacha

The Role of the Autism Diagnostic Observation Schedule in the Assessment of Autism Spectrum Disorders in School and Community Settings.

自闭症诊断观察计划在学校和社区环境中自闭症谱系障碍评估中的作用。