DOCSLIB.ORG

DSM-5 Criteria for Autism Spectrum Disorder Maximizes Diagnostic Sensitivity and Specificity in Preschool Children

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
DSM-5 Criteria for Autism Spectrum Disorder Maximizes Diagnostic Sensitivity and Specificity in Preschool Children Social Psychiatry and Psychiatric Epidemiology (2019) 54:693–701 https://doi.org/10.1007/s00127-019-01674-1 ORIGINAL PAPER DSM-5 criteria for autism spectrum disorder maximizes diagnostic sensitivity and specificity in preschool children Lisa D. Wiggins1 · Catherine E. Rice2 · Brian Barger3 · Gnakub N. Soke1 · Li‑Ching Lee4 · Eric Moody5 · Rebecca Edmondson‑Pretzel6 · Susan E. Levy7 Received: 10 December 2018 / Accepted: 12 February 2019 / Published online: 8 March 2019 © This is a U.S. government work and its text is not subject to copyright protection in the United States; however, its text may be subject to foreign copyright protection 2019 Abstract Purpose The criteria for autism spectrum disorder (ASD) were revised in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM). The objective of this study was to compare the sensitivity and specificity of DSM-IV- Text Revision (DSM-IV-TR) and DSM-5 definitions of ASD in a community-based sample of preschool children. Methods Children between 2 and 5 years of age were enrolled in the Study to Explore Early Development-Phase 2 (SEED2) and received a comprehensive developmental evaluation. The clinician(s) who evaluated the child completed two diagnostic checklists that indicated the presence and severity of DSM-IV-TR and DSM-5 criteria. Definitions for DSM-5 ASD, DSM- IV-TR autistic disorder, and DSM-IV-TR Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS) were created from the diagnostic checklists. Results 773 children met SEED2 criteria for ASD and 288 met criteria for another developmental disorder (DD). Agreement between DSM-5 and DSM-IV-TR definitions of ASD were good for autistic disorder (0.78) and moderate for PDD-NOS (0.57 and 0.59). Children who met DSM-IV-TR autistic disorder but not DSM-5 ASD (n = 71) were more likely to have mild ASD symptoms, or symptoms accounted for by another disorder. Children who met PDD-NOS but not DSM-5 ASD (n = 66), or vice versa (n = 120) were less likely to have intellectual disability and more likely to be female. Sensitivity and specificity were best balanced with DSM-5 ASD criteria (0.95 and 0.78, respectively). Conclusions The DSM-5 definition of ASD maximizes diagnostic sensitivity and specificity in the SEED2 sample. These findings support the DSM-5 conceptualization of ASD in preschool children. Keywords Autism · Autism spectrum disorder · Diagnostic and Statistical Manual of Mental Disorders (DSM) · Diagnostic criteria * Lisa D. Wiggins 4 Department of Epidemiology, Johns Hopkins Bloomberg [email protected] School of Public Health, Baltimore, MD, USA 5 JFK Partners, University of Colorado-Anschutz Medical 1 National Center on Birth Defects and Developmental Campus, Aurora, CO, USA Disabilities, Centers for Disease Control and Prevention, 4770 Buford Highway NE MS S106-4, Atlanta, GA 30341, 6 Carolina Institute for Developmental Disabilities, University USA of North Carolina, Chapel Hill, NC, USA 2 Emory Autism Resource Center, Emory University, Atlanta, 7 Center for Autism Research, Children’s Hospital GA, USA of Philadelphia, Philadelphia, PA, USA 3 School of Public Health, Georgia State University, Atlanta, GA, USA Vol.:(0123456789)1 3 694 Social Psychiatry and Psychiatric Epidemiology (2019) 54:693–701 Introduction diagnostic sensitivity and continue to improve diagnostic specificity. In DSM-5, ASD no longer includes subtypes Autism spectrum disorder (ASD) is a developmental dis- but represents one singular condition defined by level of ability that affects social communication and behavior devel- functional support required by the individual. DSM-5 also opment and is typically recognized in the first few years of specifies that persons with ASD must meet all three social life [1]. ASD is the fastest growing developmental disability criteria (i.e., deficits in social-emotional reciprocity, defi- and costs $236–262 billion per year in the USA [2]. More cits in nonverbal communicative behaviors, and deficits in debilitating forms of ASD are associated with greater eco- developing, understanding, and maintaining relationships) nomic burden [2], parental stress [3], and more medical and and two of four behavioral criteria (i.e., repetitive speech or behavior co-morbidities [4]. Early detection of ASD symp- motor movements, insistence on sameness, restricted inter- toms facilitates referral for early intervention services which ests, or unusual response to sensory input) [1, 13]. are associated with improved developmental outcomes [5, The changes in DSM-5 diagnostic criteria have been 6]. The early detection of ASD is an important public health thought to embody more restrictive requirements than the priority that may address immediate and long-term needs of less stringent DSM-IV-TR PDD-NOS criteria with the children and families. potential to exclude very young children and those without ASD is a behaviorally defined disorder that relies on intellectual disability (ID) [14–16]. Consequently, diagnostic child observation and parent report to differentiate from sensitivity may suffer with improved diagnostic specificity other childhood conditions [7]. The criteria used to diagnose and impact the early detection and treatment of children ASD are outlined in the Diagnostic and Statistical Manual of with ASD. Previous studies that compared the sensitivity Mental Disorders (DSM) published by the American Psychi- and specificity of DSM-IV-TR to DSM-5 criteria utilized atric Association (APA0). In DSM-IV-Text Revised (DSM- retrospective data collection methods and older populations IV-TR), ASD included subtypes of autistic disorder, Asper- of children (e.g., identifying DSM-5 symptoms in records of ger disorder, and Pervasive Developmental Disorder Not those evaluated with DSM-IV-TR criteria and employing a Otherwise Specified (PDD-NOS) [8]. A diagnosis of autis- research algorithm applied to previously collected diagnostic tic disorder required the presence of at least six of 12 total instruments). To our knowledge, no study has examined con- symptoms from three domains (two social, at least one com- current coding of DSM-IV-TR and DSM-5 criteria for ASD munication, and at least one behavioral), and onset before 36 by a clinician who evaluated the child at a developmental months of age. A diagnosis of Asperger disorder specified period when symptoms may be first recognized by a parent qualitative impairments in social interaction and presence or healthcare professional. of restricted interests and repetitive behaviors, but no cogni- The Study to Explore Early Development (SEED) is a tive, language, or non-social adaptive delays noted in early multi-site case–control study designed to explore risk factors development. Diagnoses of PDD-NOS were described as and behavioral phenotypes associated with ASD in children a severe and pervasive impairment in the development of 2–5 years of age [17]. In its second phase of data collection reciprocal social interaction associated with impairment in (SEED2), study clinicians were asked to complete DSM either verbal and nonverbal communication skills, or the checklists for both DSM-IV-TR and DSM-5 criteria utiliz- presence of stereotyped behavior, interests, and activities, ing all available information on the child. The objectives of but criteria not met for another ASD. Children with PDD- this analysis were to (1) report the sensitivity and specificity NOS, therefore, had to meet at least two diagnostic criteria of DSM-IV-TR and DSM-5 definitions of ASD compared to with one from the social domain. These criteria differed SEED2 final classification criteria, (2) examine agreement from those offered in DSM-IV in that social deficits were between DSM-IV-TR and DSM-5 definitions of ASD, and required to meet the DSM-IV-TR definition of ASD, but (3) evaluate differences between characteristics of children were not required to meet the DSM-IV definition of ASD, who met DSM-IV-TR but not DSM-5 definitions of ASD, and ultimately improved diagnostic specificity [9, 10]. and vice versa. Despite an improvement in diagnostic specificity, children with ASD defined by DSM-IV-TR criteria still presented with remarkable heterogeneity in symptom presentation Methods defined by different levels of ASD severity and the presence of co-occurring conditions [11]. This phenotypic diversity Participant ascertainment complicated diagnostic and treatment efforts, and the ability to synthesize findings from research studies [12]. In its pub- SEED2 is a community-based case–control study con- lication of the DSM-5 in 2013, the APA made considerable ducted in six study sites across the United States: Cali- changes to ASD diagnostic criteria in an effort to maintain fornia, Colorado, Georgia, Maryland, North Carolina, and Pennsylvania. The SEED2 protocol was approved 1 3 Social Psychiatry and Psychiatric Epidemiology (2019) 54:693–701 695 by Institutional Review Boards at each site and adhered once per year and for coding reliability at least once per to ethical standards. Children eligible for data collection quarter (or every 10th ASD assessment). First-pass coding were born between January 1, 2008 and December 31, reliability for field clinicians was 92% for the ADOS and 2011, enrolled between 2 and 5 years of age, resided in 97% for the ADI-R. Supervising clinicians had a doctorate one of the study areas, and lived with a knowledgeable degree in psychology, medicine, or related field and estab- caregiver who was competent to communicate in English lished research reliability with a certified ADOS and ADI-R (or in California and Colorado, in English or Spanish). trainer. Supervising clinicians were monitored by each other Three groups of children were recruited from each site: for administration fidelity once during the study period and (1) those with known ASD, (2) those with known devel- for coding reliability at least once per quarter. First-pass cod- opmental delays (DD) identified from multiple educational ing reliability for supervising clinicians also was 92% for the and health providers or family or physician referral, and ADOS and 97% for the ADI-R.
Load more

Recommended publications
  • Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine
    Proceedings of the 20th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Faculdade de Artes do Paraná – FAP CuritiBa, Brazil 17-18 July 2014 Editor Melita Belgrave ©International Society for Music Education 2014 www.isme.org All abstracts presented at the 2014 ISME World Conference in Porto Alegre, Brazil, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Melita Belgrave, Editor Jessie Chen Helen Farrell Markku Kaikkonen Bo Nilsson Lyn Schraer-Joiner National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music in Special Education, Music Therapy, and Music Medicine International Seminar (20th: 2014: Curitba, Brazil) Title: Proceedings of the 20th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine, Curitiba, Brazil [electronic resource] / ISBN: 978-0-9942055-3-7 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Dewey Number: 780.7 ii The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2014 ISME World Conference: Commissioners 2012-2014
    [Show full text]
  • Psychopathology, Families, and Culture: Autism
    Psychopathology, Families, and Culture: Autism a, b c Raphael Bernier, PhD *, Alice Mao, MD , Jennifer Yen, MD KEYWORDS Autism spectrum disorders Culture Families Developmental disabilities BACKGROUND AND OVERVIEW Autism spectrum disorders (ASDs) are now considered to be the most common of the developmental disorders. However, the effect of cultural influences on the diagnosis and treatment of ASDs has received limited attention. The lengthy diagnostic processes, complicated treatment planning, and associated medical symptoms pose challenges to clinicians in considering the cultural influences on the disorder. Furthermore, cultural factors affecting diagnostic processes, adaptation of the family to having a child with autism, and treatment differences may have received less atten- tion because neurodevelopmental changes seem to be much more significant in contributing to the abnormal social interaction, behaviors, and communication prob- lems. Although symptoms of biologic disorders may be similar across cultures, symptom description, interpretation, and acceptance can vary tremendously. Despite the limited research data available at present, evidence suggests that culture does play a role. This article reviews the available literature on cultural differences in diagnosis, acceptance, and treatment of ASD. It is important to focus on both macrolevel cultural factors—factors at the dominant culture level that affect the people in that society and microlevel factors—factors at the family level that affect response to diagnosis or treatment choice. Both can play a role in the course and outcome of an individual with ASD. Macrolevel factors, such as the availability of services, societal acceptance of the disorder, and existence of national- and/or state-funded treatment options, The authors have nothing to disclose.
    [Show full text]
  • Environmental and Genetic Factors in Autism Spectrum Disorders: Special Emphasis on Data from Arabian Studies
    International Journal of Environmental Research and Public Health Review Environmental and Genetic Factors in Autism Spectrum Disorders: Special Emphasis on Data from Arabian Studies Noor B. Almandil 1,† , Deem N. Alkuroud 2,†, Sayed AbdulAzeez 2, Abdulla AlSulaiman 3, Abdelhamid Elaissari 4 and J. Francis Borgio 2,* 1 Department of Clinical Pharmacy Research, Institute for Research and Medical Consultation (IRMC), Imam Abdulrahman Bin Faisal University, Dammam 31441, Saudi Arabia; [email protected] 2 Department of Genetic Research, Institute for Research and Medical Consultation (IRMC), Imam Abdulrahman Bin Faisal University, Dammam 31441, Saudi Arabia; [email protected] (D.N.A.); [email protected] (S.A.) 3 Department of Neurology, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 31441, Saudi Arabia; [email protected] or [email protected] 4 Univ Lyon, University Claude Bernard Lyon-1, CNRS, LAGEP-UMR 5007, F-69622 Lyon, France; [email protected] * Correspondence: [email protected] or [email protected]; Tel.: +966-13-333-0864 † These authors contributed equally to this work. Received: 26 January 2019; Accepted: 19 February 2019; Published: 23 February 2019 Abstract: One of the most common neurodevelopmental disorders worldwide is autism spectrum disorder (ASD), which is characterized by language delay, impaired communication interactions, and repetitive patterns of behavior caused by environmental and genetic factors. This review aims to provide a comprehensive survey of recently published literature on ASD and especially novel insights into excitatory synaptic transmission. Even though numerous genes have been discovered that play roles in ASD, a good understanding of the pathophysiologic process of ASD is still lacking.
    [Show full text]
  • Epidemiology Report of Autism in California
    Report to the Legislature on the Principal Findings from The Epidemiology of Autism in California: A Comprehensive Pilot Study IN CALIFORNIA AUTISM M.I.N.D. Institute University of California, Davis October 17, 2002 THE EPIDEMIOLOGY OF UC Davis Project Staff: ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ Robert S. Byrd, M.D., M.P.H. Principal Investigator Allyson C. Sage, R.N., M.P.H. Project Manager Janet Keyzer, R.N.C., M.P.A. Lead Chart Abstractor Rachel Shefelbine Research Assistant/ADI-R Administrator Kasie Gee, M.P.H. Research Assistant Kristen Enders Administrative Assistant Jonathan Neufeld, Ph.D. Clinical Psychologist Nhue Do Post Graduate Researcher/ADI-R Administrator Kelly Heung, M.S. Post Graduate Researcher/ADI-R Administrator IN CALIFORNIA Tiffany Hughes Post Graduate Researcher Ruth Baron, R.N. Chart Abstractor Andrea Moore, M.S.W. Chart Abstractor Bonnie Walbridge, R.N., M.P.H. Chart Abstractor/ADI-R Administrator Steven Samuels, Ph.D. Statistical Consultant Daniel Tancredi, M.S. Statistical Consultant Jingsong He, M.S. Statistician Emma Calvert Student Assistant Diana Chavez Student Assistant Anna Elsdon Student Assistant Lolly Lee Student Assistant Denise Wong Student Assistant UCLA Site Project Staff: ○○○○○○○○○○○○○○○○○○○○○○○○○○○○○○ AUTISM Marian Sigman, Ph.D. Co-Investigator Michael Bono, Ph.D. Co-Investigator Caitlin Beck Project Manager/ADI-R Administrator Sara Clavell Research Assistant/ADI-R Administrator Elizabeth Lizaola Research Assistant/ADI-R Administrator Vera Meyerkova Research Assistant/ADI-R Administrator THE EPIDEMIOLOGY
    [Show full text]
  • Global Data on Autism Spectrum Disorders Prevalence: a Review of Facts, Fallacies and Limitations
    Universal Journal of Clinical Medicine 5(2): 14-23, 2017 http://www.hrpub.org DOI: 10.13189/ujcm.2017.050202 Global Data on Autism Spectrum Disorders Prevalence: A Review of Facts, Fallacies and Limitations Onaolapo A Y1, Onaolapo O J2,* 1Behavioural Neuroscience/Neurobiology Unit, Department of Anatomy, Ladoke Akintola University of Technology, Ogbomoso, Oyo State, Nigeria 2Behavioural Neuroscience/Neuropharmacology Unit, Department of Pharmacology, Ladoke Akintola University of Technology, Osogbo, Osun State, Nigeria Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Autism spectrum disorders (ASDs) are a in the early to mid-1960s [2, 3], while the first range of neurodevelopmental disorders whose aetiologies hospital-based survey in sub-Saharan Africa was are largely unknown. In the past few decades, studies have conducted in five countries in the late 1970s [4]. Autism demonstrated that ASDs occur globally, and that the surveys have since become global, with different countries numbers of recorded cases are rising; however, conducting surveys to determine the prevalence and risk determining the true prevalence figures is still a major factors in their communities [1, 5], and thereby propose challenge, especially in developing nations. Also, subtle strategies to improve identification, diagnosis, differences in cultural norms might impede timely/accurate management as well as promote policy reforms that bring diagnosis and categorisation of patients. In this review, we awareness to the plight of the autistic child. examine the globally-available data on the prevalence of The term ‘Autism’ derives from the Greek word "autos", ASD and discuss some of the challenges of data acquisition, meaning "self”; and it was in the year 1911 that Eugen with reference to how these may impact the reliability of Bleuler first used the word autism in describing a symptom figures obtained.
    [Show full text]
  • The Diagnosis of Autism: from Kanner to DSM‑III to DSM‑5 and Beyond
    Journal of Autism and Developmental Disorders https://doi.org/10.1007/s10803-021-04904-1 S:I AUTISM IN REVIEW: 1980-2020: 40 YEARS AFTER DSM-III The Diagnosis of Autism: From Kanner to DSM‑III to DSM‑5 and Beyond Nicole E. Rosen1 · Catherine Lord1 · Fred R. Volkmar2,3 Accepted: 27 January 2021 © The Author(s) 2021 Abstract In this paper we review the impact of DSM-III and its successors on the feld of autism—both in terms of clinical work and research. We summarize the events leading up to the inclusion of autism as a “new” ofcial diagnostic category in DSM-III, the subsequent revisions of the DSM, and the impact of the ofcial recognition of autism on research. We discuss the uses of categorical vs. dimensional approaches and the continuing tensions around broad vs. narrow views of autism. We also note some areas of current controversy and directions for the future. Keywords Autism · History · Dimensional · Categorical · DSM It has now been nearly 80 years since Leo Kanner’s (1943) frst described by Kanner has changed across the past few classic description of infantile autism. Ofcial recognition of decades. When we refer to the concept in general, we will this condition took almost 40 years; several lines of evidence use the term autism, and when we refer to particular, ear- became available in the 1970s that demonstrated the valid- lier diagnostic constructs, we will use more specifc terms ity of the diagnostic concept, clarifed early misperceptions like autism spectrum disorder, infantile autism, and autistic about autism, and illustrated the need for clearer approaches disorder.
    [Show full text]
  • The Impact of Acoustical Environmental Design on Children with Autism
    THE IMPACT OF ACOUSTICAL ENVIRONMENTAL DESIGN ON CHILDREN WITH AUTISM A Dissertation by SHIREEN MOHAMMAD FAWAZ KANAKRI Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Mardelle M. Shepley Co-Chair of Committee, Louis G. Tassinary Committee Members, James W. Varni Susan Rodiek Stephen Caffey Head of Department, Ward V. Wells May 2014 Major Subject: Architecture Copyrights 2014 Shireen Mohammad Fawaz Kanakri ABSTRACT In recent years, research has shown that the educational environment has a profound effect on learning and performance among students, especially those with autism. Many design solutions that target autistic populations have been introduced for implementation in both mainstream and special education classrooms. Classrooms serve as the major setting for emotional, cognitive, social, and psychological development for all students. Additionally, for most students with autism, education is centered on learning skills for future independence. If classrooms and learning environments are not designed to accommodate students with developmental disabilities, it can be assumed that they will not learn these important skills and may struggle to live in our society. Acoustics is one of the most important issues in the interior design requirements of these children. This study consisted of two main stages. The first stage was to evaluate the current situation by distributing a questionnaire to teachers and professionals associated with programs serving children with autism. The second stage involved observing the children‟s behavior in classrooms with varying noise levels and a short interview with teachers every day of the observation.
    [Show full text]
  • The Issue of Prevalence of Autism/ASD
    International Electronic Journal of Elementary Education, December 2016, 9(2), 263-306. The Issue of Prevalence of Autism/ASD Kamil ÖZERK a * a University of Oslo, Norway Received: May, 2016 / Revised: July, 2016/ Accepted: October, 2016 Abstract From a purely educationist perspective, gaining a deeper understanding of several aspects related to the prevalence of autism/ASD in a given population is of great value in planning and improving educational and psychological intervention for treatment, training, and teaching of children with this disorder. In this article, I present and discuss numerous facets of prevalence studies, beginning with assessing the changes in diagnostic manuals (DSM and ICD) over time. Based on the existing available research literature and empirical studies published during 2000 to 2016, I address the geographical- dimension and age-dimension of prevalence of autism/ASD. Over 50 studies from 21 countries reveals that prevalence rates of autism/ASD among children are on rise. There are inter-national and intra-national, regional/territorial variations with regard to prevalence rates, and I present and discuss possible factors/factor-groups that can explain these variations. Regardless of their geographic location, children with autism/ASD can be treated, trained, and taught, but to do so effectively requires reliable prevalence studies that can properly inform policy makers and higher institutions about the steps that must be taken in the field in order to improve the learning conditions of these children with special needs. Moving forward, it’s essential that studies of geographical dimension and age dimension of prevalence of autism/ASD must be supplemented by other (i.e.
    [Show full text]
  • Diagnosis and Treatment of Autism: Guidelines and Clinical Effectiveness
    Title: Diagnosis and Treatment of Autism: Guidelines and Clinical Effectiveness Date: 30 April 2008 Context and policy issues: Autism is a neurodevelopmental disorder characterized by a triad of deficits involving communication, reciprocal social interaction, and restricted and repetitive patterns of behavior, interests and activities.1 Mental retardation (IQ<70) is associated with 70% of cases and seizures are associated with 33% of cases. Autism is classified within a clinical spectrum of disorders known as pervasive developmental disorders (PDDs) as defined in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition text revision (DSM-IV-TR) and the International Statistical Classification of Diseases and Related Health Problems, tenth edition revised (ICD-10).2,3 In clinical practice, professionals may use different terms interchangeably to refer to children with similar presentations.1 Autism spectrum disorder (ASD) is synonymous with the broad category of PDDs described in the DSM-IV2 and ICD-10,3 and includes autistic disorder, pervasive developmental disorder-not-otherwise specified (PDD-NOS)/atypical autism, Asperger disorder/syndrome, Rett’s syndrome/disorder, and childhood disintegrative disorder.1,4 Abbreviations used in this report are listed in Appendix A. A comparison of ICD-10 and DMSIV diagnoses is provided in Appendix B.4 While there are no definitive medical tests to indicate the presence of any form of ASD, diagnosis can be made by three years of age based on the presence or absence of specific behaviors that are used as diagnostic criteria. DSM-IV-TR criteria for the diagnosis of autistic disorder, Asperger’s disorder, PDD-NOS, Rett’s disorder, and childhood disintegrative disorder are reported in Appendix C.
    [Show full text]
  • Data-Driven Automated Detection of Autism Spectrum Disorder Using Activity Analysis: a Review
    Preprints (www.preprints.org) | NOT PEER-REVIEWED | Posted: 19 October 2020 doi:10.20944/preprints202010.0388.v1 Noname manuscript No. (will be inserted by the editor) Data-Driven Automated Detection of Autism Spectrum Disorder Using Activity Analysis: A Review Omar Shahid1 · Sejuti Rahman2∗ · Syeda Faiza Ahmed3 · Musabbir Ahmed Arrafi4 · M.A.R. Ahad5 Received: date / Accepted: date Abstract Background/ Introduction: Autism Spectrum Disorder (ASD) is a neuro- developmental disorder that limits social interactions, cognitive skills, and abilities. Since ASD can last during an affected person’s entire life cycle, the diagnosis at the early onset can yield a significant positive impact. The cur- rent medical diagnostic systems (e.g., DSM-5/ICD-10) are somewhat subjec- tive; rely purely on the behavioral observation of symptoms, and hence, some individuals often go misdiagnosed or late-diagnosed. Therefore, researchers have focused on developing data-driven automated diagnosis systems with less screening time, low cost, and improved accuracy while significantly reducing professional intervention. 1. Department of Robotics and Mechatronics Engineering University of Dhaka. Dhaka, Bangladesh. E-mail: [email protected] · 2*. (Corresponding Author) Assistant Professor Department of Robotics and Mechatronics Engineering University of Dhaka. Dhaka, Bangladesh. E-mail: [email protected] 3. Department of Robotics and Mechatronics Engineering University of Dhaka. Dhaka, Bangladesh. E-mail: [email protected] · 4. Department of Robotics and Mechatronics Engineering University of Dhaka. Dhaka, Bangladesh. E-mail: musabbir.arrafi@gmail.com · 5. Department of Electrical and Electronics Engineering University of Dhaka. Dhaka, Bangladesh, and Osaka University, Japan. E-mail: [email protected] · © 2020 by the author(s).
    [Show full text]
  • From the CDC: Understanding Autism Spectrum Disorder: an Evidence-Based Review of ASD Risk Factors, Evaluation, and Diagnosis
    HHS Public Access Author manuscript Author ManuscriptAuthor Manuscript Author Am J Nurs Manuscript Author . Author manuscript; Manuscript Author available in PMC 2021 October 01. Published in final edited form as: Am J Nurs. 2020 October ; 120(10): 30–37. doi:10.1097/01.NAJ.0000718628.09065.1b. From the CDC: Understanding Autism Spectrum Disorder: An evidence-based review of ASD risk factors, evaluation, and diagnosis. Deborah Christensen [epidemiologist], Centers for Disease Control and Prevention, Atlanta Jennifer Zubler [pediatric consultant] Eagle Global Scientific, San Antonio, TX Abstract Autism spectrum disorder (ASD) is a condition characterized by impaired social communication as well as restricted and repetitive behaviors. It is considered a neurodevelopmental disorder because it is associated with neurologic changes that may begin in prenatal or early postnatal life, alters the typical pattern of child development, and produces chronic signs and symptoms that usually manifest in early childhood and have potential long-term consequences. In past decades, autism was conceptualized as a strictly defined set of behaviors, usually accompanied by intellectual impairment. Today, it is recognized as a spectrum, ranging from mild to severe, in which behaviors vary substantially and the majority of children who fall on the spectrum have average to above average intellectual ability. Here, the authors discuss the risk factors for ASD, its epidemiology, common concurrent conditions, evaluation, diagnosis, treatments, and outcomes. Keywords
    [Show full text]
  • 1 Exploring the Efficacy of Design Interventions in A
    EXPLORING THE EFFICACY OF DESIGN INTERVENTIONS IN A DAY CARE CENTER FOR AUTISTIC ADULTS By MINA BEVAN A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF INTERIOR DESIGN UNIVERSITY OF FLORIDA 2013 1 © 2013 Mina Bevan 2 To my grandmother and the rest of my family 3 ACKNOWLEDGMENTS First, I would you to express my sincere gratitude to my committee chair (Dr. Nam-Kyu Park) for her tremendous support and guidance throughout my study. Her endless dedication, enthusiasm, and encouragement helped me in all the time of research and writing of thesis. I also like to thank Dr. Margaret Portillo for her patience and support. Their mentorship went beyond my thesis. Special thanks go to Professor Kijeong Jeon and Robert Irvine, the Executive Director of California Vocation Inc. Without their helps for conducting this case study in the COVE center, this thesis could not have been made. Also I must thank California Vocation staff members for their valuable insights about their clients. Finally, I thank my family and close friends for their continuous and unconditional support. This thesis could not have been made without their valuable insights. 4 TABLE OF CONTENTS page ACKNOWLEDGMENTS .................................................................................................. 4 LIST OF TABLES ............................................................................................................ 8 LIST OF FIGURES .........................................................................................................
    [Show full text]