ADOS & ADIR Flashcards

1
Q

Can diagnosis of ASD occur across the lifespan?

A

Yes, diagnosis can occur from age 2 to older adults

Diagnosis is not limited to a specific age range.

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2
Q

What are comorbid conditions in the context of ASD?

A

Conditions that occur alongside autism, such as:
* Intellectual disability
* Language disorder

Higher support needs in ASD often include these comorbid conditions.

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3
Q

What is the expected average profile for assessing ASD?

to normative group

A

Using standardized tools that compare performance to a normative group

The comparison group can be challenging to define.

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4
Q

What is the right comparison group for norms in ASD diagnosis?

A

There is no definitive right comparison group

Groups may vary based on severity and other psychiatric conditions.

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5
Q

In ASD assessment, should we focus on deficits or excesses?

A

Both, looking for atypical behaviors and absence of normal behaviors

There is also overlap between social and communication difficulties.

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6
Q

What is a key limitation of diagnostic tools for ASD?

A

They tend to be most accurate for verbal individuals aged 4-12

Tools may not effectively capture symptom presentations in non-verbal individuals.

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7
Q

What is the challenge regarding the reliance on a single tool for diagnosing ASD?

A

No one tool can diagnose ASD

Multiple measures and sources of information are necessary.

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8
Q

What are the components of effective ASD assessment?

A

Assessment should involve:
* Multiple measures
* Multiple sources of information
* Multiple settings
* Experienced assessors

This approach ensures comprehensive evaluation.

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9
Q

What was the purpose of the standards and guidelines established in BC for ASD diagnosis?

A

To provide specific procedures for diagnosis and referral

These were established in response to increasing ASD rates and funding issues.

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10
Q

What is the tiered service model of assessment for ASD?

A

A triage model consisting of:
* Tier 1: Community concerns and initial referrals
* Tier 2: Specialized assessments (OT, language)
* Tier 3: Formal medical assessments
* Tier 4: Specialized assessments for complex cases

This model helps streamline the assessment process.

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11
Q

Who must be involved in the ASD assessment team for children under age 6?

A

At least:
* Pediatrician
* Speech-language pathologist
* Psychologist

Occupational therapists are often included but not required.

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12
Q

What specific tools are required for ASD diagnosis?

A

Only specific published tools can be used for diagnosis

This includes standardized interviews and observations.

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13
Q

What is the role of the Autism Diagnostic Observation Schedule (ADOS)?

A

To provide a controlled environment for observing behaviors related to ASD

ADOS has different modules based on age and language proficiency.

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14
Q

What is the reliability of the ADOS tool?

A

High inter-rater reliability and adequate test-retest reliability

This means different assessors get similar scores.

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15
Q

What are the key components of the psychological assessment in ASD evaluation?

A

Includes:
* Cognitive testing
* Adaptive behavior testing = how they function independantly - communicatoin, interaction, practical skills
* Mental health assessment

These components help identify other conditions that may be confused with ASD.

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16
Q

True or False: Adults require ADOS/ADIR for ASD assessment.

A

False

Standards for adults are less stringent, but good practice suggests using these tools.

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17
Q

What is the importance of gathering a detailed history and record review in ASD assessment?

A

To integrate all previous assessments and identify patterns

This helps ensure a comprehensive understanding of the individual’s development.

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18
Q

What are the specialized measures used in speech-language assessment for ASD?

A

Includes:
* Language samples
* Standardized measures for vocabulary and comprehension

These assessments help evaluate pragmatic language skills.

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19
Q

What should a mental health assessment rule out in the context of ASD?

A

Other mental health conditions that may cause similar symptoms

Important conditions to consider include anxiety and depression.

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20
Q

What is a major limitation of autism-specific assessment tools?

A

Some tools may be problematic and not very accurate
- bc its in a controled environment so kids may not act how they usually do

They can over-elevate scores and may not reflect true behaviors.

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21
Q

Fill in the blank: The ADOS provides a controlled _______ world in which to observe behaviors related to autism spectrum.

A

social

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22
Q

What is the purpose of the toothbrush task?

A

To assess if a person can demonstrate how to brush their teeth using gestures and words.

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23
Q

What is being evaluated in a comic strip of 5-6 cards?

A

The ability to tell a story in sequence and pick up the emotions and gestures of the characters.

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24
Q

True or False: The ADOS 2/3 is a face-valid test.

A

False

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25
Q

What kind of information should a child share during storytelling from a picture book?

A

Narrative, spotting emotions, humor, and assigning emotions to characters.

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26
Q

What is the significance of free play in the assessment?

A

To observe if children can represent something else in their play, such as a pretend birthday party.

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27
Q

In older kids, how is snack time referred to?

A

‘Break’

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28
Q

What does the anticipation of a routine involve for little kids?

A

Using objects like a bubble play gun.

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29
Q

What does the ADOS Module 4 assess?

A

Communication, echolalia, imagination, and repetitive behaviors.

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30
Q

What is the main focus of the Autism Diagnostic Interview Revised (ADI-R)?

A

A semi-structured, interviewer-guided diagnostic interview.

31
Q

What are the three functional domains covered by the ADI-R?

A
  • Developmental history * Language * Social behavior
32
Q

What age range does the ADI-R focus on for assessing behaviors?

A

4-5 years old.

33
Q

What is the reliability of the ADI-R?

A

High interrater reliability.

34
Q

Fill in the blank: The ADI-R uses a ______ scale from 0 to 3.

35
Q

What is a common issue with rating scales used for ASD?

A

They are subjective and filled out based on parent/caregiver perspectives.

36
Q

What is the importance of the sample ADIR social interaction item?

A

To assess the frequency and spontaneity of sharing behavior.

37
Q

What does the ADIR RB’s item assess?

A

Hand/finger mannerisms and their interference with activities.

38
Q

What does the diagnostic algorithm in ADOS determine?

A

Whether the behaviors meet the ASD threshold.

39
Q

What is the role of algorithms in ASD assessment?

A

To evaluate scores and determine thresholds for ASD.

40
Q

What does the Social Responsiveness Scale 2 measure?

A

Social responsiveness related to ASD.

41
Q

What are the two types of assessments mentioned for children?

ADOS: like who are you doing asessment with

A
  • Parent/caregiver assessments * Teacher assessments
42
Q

What was the child’s early developmental history noted in the example?

A

Delayed language milestones and trouble with behavior.

43
Q

What is a key characteristic of the ADOS results in the case example?

A

Unusual phrases and limited gestures.

44
Q

True or False: The child in the example met the ASD threshold according to ADIR.

45
Q

What kind of interests did the child demonstrate during the assessment?

A

Intense interests, such as in Bob the Builder.

46
Q

What was noted as a behavior that disrupted family life?

A

Sensory interests and inappropriate social behaviors.

47
Q

What is one of the difficulties noted in the child’s social interactions?

A

Lack of reciprocal conversation.

48
Q

What is the significance of gathering more information in assessments?

A

To clarify the child’s behavioral and developmental history.

49
Q

What is the borderline IQ range mentioned in the content?

A

Borderline IQ

Typically refers to an IQ score between 70 and 84

50
Q

What behavioral problems were noted in preschool?

A

Behavior problems, aggression, focus issues, lack of play

Early signs of potential developmental issues

51
Q

What were the notable behaviors in kindergarten?

A

Intrusive, loud, physical aggression, hand flapping, spinning transitions, lack of eye contact

Indications of social difficulties and possible ASD traits

52
Q

What type of play did the individual engage in during grade 4?

A

Parallel play

Indicates difficulty in engaging in reciprocal play with peers

53
Q

What were the cognitive testing results?

A

Normal IQ (Low Average), normal language

Suggests no significant cognitive impairment

54
Q

What was the result of adaptive behavior testing?

A

Very low adaptive behavior

Indicates challenges in everyday functioning

55
Q

What were the observations during testing?

A

Odd eye contact, cheerful but rambles, echolalia, finger twirling motions

Highlights potential communication and social interaction issues

56
Q

What does ADIR stand for?

A

Autism Diagnostic Interview-Revised

A tool used to assess autism traits through parent interviews

57
Q

What does ADOS stand for?

A

Autism Diagnostic Observation Schedule

A tool for observing behaviors associated with autism

58
Q

What are two criteria for restricted/repetitive patterns of behavior?

A
  • Hand flapping
  • Echolalia

Common behaviors associated with autism spectrum disorders

59
Q

What is the significance of the early developmental period in diagnosis?

A

Symptoms must be present in early developmental period

Important for establishing a diagnosis of ASD

60
Q

What does DSM stand for?

A

Diagnostic and Statistical Manual of Mental Disorders

A manual used by mental health professionals for diagnosis

61
Q

True or False: The individual was assessed for intellectual disability.

A

True

Important to rule out other disorders when diagnosing ASD

62
Q

What might cause discrepancies between ADOS and ADIR results?

A

Subjectivity of ADIR, normalization of behaviors by parents, social masking

Different perspectives can lead to varying results in assessments

63
Q

What is an example of social masking?

A

Adapting behavior to fit in socially, making it harder to see true symptoms

Can affect the accuracy of assessments like ADOS

64
Q

What is a potential limitation of the ADOS assessment?

A

May not capture range of repetitive behaviors due to short duration

Often only 45 minutes long, may miss behaviors not seen in that time

65
Q

What is the importance of gathering information from multiple sources?

A

To provide a comprehensive view and not rely solely on assessment tools

Essential for accurate diagnosis of conditions like ASD

66
Q

Fill in the blank: The assessment tools ADOS and ADIR are considered ______.

A

gold standard

Widely used for diagnosing autism spectrum disorders

67
Q

What is a common sensory behavior mentioned?

A

Hypo or hypersensitivity

Can include behaviors like licking or visual sensory issues

68
Q

What does the term ‘echolalia’ refer to?

A

Repetition of phrases or sounds heard

Often seen in individuals with autism

69
Q

What is a characteristic of the individual’s social interactions?

A

Did not initiate or respond to social interactions

Indicates challenges in social communication

70
Q

What assessment strategies does the ADOS 1 + 2 use?

A
  • play based
  • focused on communication and social interaction
  • play
  • imaginative use of materials
71
Q

What do the four different modules of the ADOS (1-4) differ by?

A
  • developmental level
    -chronical age
    -language proficiency
72
Q

What is the rating system of the Ados?

A

Likert scale

0 (nonASD) - 3 (prototypically ASD)

73
Q

What do ADOS modules 2/3 focus on?

A
  • construction taks
  • response to name
  • make believe play
  • joint interactive play
  • conversastion
  • response to joint attention
  • demonstration task
  • commit strip
  • description of a picture
  • telling a story from a book
  • free play
  • birthday party
  • snack
  • anticipation of a routine with objects
  • bubble play
74
Q

Briefly describe the 5 modules of the ADOS

A
  • toddler module (2 and under),
  • module 1(young kids and those without functional speach)
  • module 2 (some speech, but still quite young)
  • module 3 (most
    commonly used - for poeople with fluent phrase speech [age 5-16]) has some toys but not little kid toys, more language
    associated with it. person has to use 2 clauses in speach. meet with person before to make sure appropriate.
  • module 4 - 16+ no toys, emphasis on interview (experiences and perspectives)