Journal article
Concordance between a US Educational Autism Classification and the Autism Diagnostic Observation Schedule
Journal of clinical child and adolescent psychology, v 49(4), pp 469-475
03 Jul 2020
PMID: 30892948
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
States in the United States differ in how they determine special education eligibility for autism services. Few states include an autism-specific diagnostic tool in their evaluation. In research, the Autism Diagnostic Observation Schedule (ADOS for first edition, ADOS-2 for second edition) is considered the gold-standard autism assessment. The purpose of this study was to estimate the proportion of children with an educational classification of autism who exceed the ADOS/ADOS-2 threshold for autism spectrum (concordance rate). Data were drawn from 4 school-based studies across 2 sites (Philadelphia, Pennsylvania, and San Diego, California). Participants comprised 627 children (2-12 years of age; 83% male) with an autism educational classification. Analyses included (a) calculating the concordance rate between educational and ADOS/ADOS-2 classifications and (b) estimating the associations between concordance and child's cognitive ability, study site, and ADOS/ADOS-2 administration year using logistic regression. More San Diego participants (97.5%, all assessed with the ADOS-2) met ADOS/ADOS-2 classification than did Philadelphia participants assessed with the ADOS-2 (92.2%) or ADOS (82.9%). Children assessed more recently were assessed with the ADOS-2; this group was more likely to meet ADOS/ADOS-2 classification than the group assessed longer ago with the ADOS. Children with higher IQ were less likely to meet ADOS/ADOS-2 classification. Most children with an educational classification of autism meet ADOS/ADOS-2 criteria, but results differ by site and by ADOS version and/or recency of assessment. Educational classification may be a reasonable but imperfect measure to include children in community-based trials.
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Details
- Title
- Concordance between a US Educational Autism Classification and the Autism Diagnostic Observation Schedule
- Creators
- Brenna B. Maddox - University of PennsylvaniaKeiran M. Rump - Penn Center for AIDS ResearchAubyn C. Stahmer - University of California, DavisJessica Suhrheinrich - San Diego State UniversitySarah R. Rieth - San Diego State UniversityAllison S. Nahmias - University of California, DavisHeather J. Nuske - University of PennsylvaniaErica M. Reisinger - Penn Center for AIDS ResearchSamantha R. Crabbe - University of PennsylvaniaBriana Bronstein - University of PennsylvaniaDavid S. Mandell - University of Pennsylvania
- Publication Details
- Journal of clinical child and adolescent psychology, v 49(4), pp 469-475
- Publisher
- Taylor & Francis
- Number of pages
- 7
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000565876900003
- Scopus ID
- 2-s2.0-85063143145
- Other Identifier
- 991022168556104721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Clinical
- Psychology, Developmental