Concerns expressed by parents of children with pervasive developmental disorders for different time periods of the day: a case-control study (original) (raw)
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Journal of autism and developmental disorders, 2003
The PDD Behavior Inventory (PDDBI) is a rating scale filled out by caregivers or teachers that was designed to assess children having a Pervasive Developmental Disorder (PDD; autism, Asperger disorder, PDD-NOS, or childhood disintegrative disorder). Both adaptive and maladaptive behaviors are assessed in the scale, making it useful for treatment studies in which decreases in maladaptive behaviors and improvements in adaptive social and language skills relevant to PDD are expected. The adaptive behaviors assessed include core features of the disorder such as joint attention skills, pretend play, and referential gesture. The maladaptive behaviors sample a wide variety of behaviors observed in both lower- and higher-functioning individuals and include stereotyped behaviors, fears, aggression, social interaction deficits, and aberrant language. The inventory was found to have a high degree of internal consistency. Inter-rater reliability was better for adaptive behaviors than for malada...
Parent and teacher agreement in the assessment of pervasive developmental disorders
Journal of Autism and Developmental Disorders, 1994
Although it is well known that informants often disagree about the degree of psychopathology in children, this issue has not been systematically evaluated in children with autism. The objective of this paper is to estimate the extent of agreement between parents and teachers on the assessment of autistic symptoms and adaptive behavior skills. We assessed 83 children, 4-6 years of age, with a diagnosis of pervasive developmental disorder (PDD), using the Autism Behavior Checklist (ABC) and the Vineland Adaptive Behavior Scales (VABS). Parents and teachers rated each child on each measure. While there was good agreement between informants on the VABS, teachers tended to rate the PDD children higher than parents. In contrast, there was virtually no agreement on the ABC. High levels of stress experienced by parents appeared to be associated with parents reporting more autistic behaviors and less adaptive skills than teachers. As with other child psychiatric disorders, caution must be exercised in combining information from several informants.
Research in Autism Spectrum Disorders, 2011
Pervasive developmental disorders (PDD) are, in the broad sense, autistic developmental impairments. According to the Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV) (American Psychiatric Association [APA], 1994), PDD are severe and pervasive impairments in several areas such as mutual social relationships and communicational ability, and are characterized by restricted, repetitive, or stereotyped patterns of behaviors and interests. As in infantile autism (childhood autism) or autistic disorder (autism) (hereafter abbreviated as ''autism''), which is the core category of PDD, PDDs are generally male dominated, with male-to-female ratios of 3-4:1. (The exception is Rett's disorder or syndrome, which occurs only in females.) PDD is diagnosed in children who clearly show the abovementioned features in infancy: i.e. (a) lack of interest in people and relationships, (b) impaired development in communicational ability including language, and (c) existence of restricted, repetitive, or stereotyped patterns of behaviors and interests. Furthermore, the assessment of PDD subtypes requires diagnoses according to each diagnostic standard. The International Classification of Diseases, 10th revision (ICD-10) (World Health Organization [WHO], 1993) adopted a PDD concept and subtypes similar to those of DSM-IV, but included more categories. In the past, the prevalence rate for PDD was considered approximately 0.3% (Gillberg, 1984; Wing & Gould, 1979); however, a substantially higher level has recently been reported as the prevalence rate for high-functioning PDD. The term ''high-functioning'' has been used in papers by
The reliability and validity of the Questionnaire - Children with Difficulties (QCD)
Child and Adolescent Psychiatry and Mental Health, 2013
Background: The aim of this study was to evaluate the reliability and validity of the Questionnaire-Children with Difficulties (QCD), which was developed for the evaluation of children's daily life behaviors during specified periods of the day. Methods: The subjects were 1,514 Japanese public elementary and junior high school students. For the examination of reliability, Cronbach's alpha was calculated to assess the internal consistency of the questionnaire. With regard to validity, correlation coefficients were calculated to examine whether QCD scores correlated with those of the ADHD-Rating Scale (ADHD-RS) and the Oppositional Defiant Behavior Inventory (ODBI). Results: Cronbach's alpha coefficient for the total score of the QCD was .876. The correlation coefficients of the QCD score with ADHD-RS and ODBI scores were-.514 and-.577, respectively. Conclusions: The internal consistency and validity of the QCD were demonstrated. The QCD is a reliable and valid instrument for evaluating daily life problems for children during different time periods of the day.
PLoS ONE, 2013
The Strengths and Difficulties Questionnaire (SDQ) is widely used as an international standardised instrument measuring child behaviour. The primary aim of our study was to examine whether behavioral symptoms measured by SDQ were elevated among children with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) relative to the rest of the population, and to examine the predictive value of the SDQ for outcome of parent-reported clinical diagnosis of ASD/ADHD. A secondary aim was to examine the extent of overlap in symptoms between children diagnosed with these two disorders, as measured by the SDQ subscales. A cross-sectional secondary analysis of data from the Millennium Birth Cohort (n = 19,519), was conducted. Data were weighted to be representative of the UK population as a whole. ADHD or ASD identified by a medical doctor or health professional were reported by parents in 2008 and this was the case definition of diagnosis; (ADHD n = 173, ASD n = 209, excluding twins and triplets). Study children's ages ranged from 6.3-8.2 years; (mean 7.2 years). Logistic regression was used to examine the association between the parent-reported clinical diagnosis of ASD/ADHD and teacher and parent-reported SDQ subscales. All SDQ subscales were strongly associated with both ASD and ADHD. There was substantial co-occurrence of behavioral difficulties between children diagnosed with ASD and those diagnosed with ADHD. After adjustment for other subscales, the final model for ADHD, contained hyperactivity/inattention and impact symptoms only and had a sensitivity of 91% and specificity of 90%; (AUC) = 0.94 (95% CI, 0.90-0.97). The final model for ASD was composed of all subscales except the 'peer problems' scales, indicating of the complexity of behavioural difficulties that may accompany ASD. A threshold of 0.03 produced model sensitivity and specificity of 79% and 93% respectively; AUC = 0.90 (95% CI, 0.86-0.95). The results support changes to DSM-5 removing exclusivity clauses.
Mental development and autistic behavior in children with pervasive developmental disorders
Research in Autism Spectrum Disorders, 2011
Pervasive developmental disorders (PDD) are autistic developmental disorders in the broad sense. According to the Diagnostic and Statistical Manual of Mental Disorders fourth edition (DSM-IV) (American Psychiatric Association [APA], 1994), PDD are severe and pervasive impairments in several areas such as mutual social relationships and communicational ability, and are characterized by restricted, repetitive or stereotyped patterns of behaviors and interests. As in infantile autism (childhood autism) or autistic disorder (autism), which is the core category of PDD, PDDs overall are male predominant, with male-to-female ratios of 4-3 to 1 (an exception is Rett's disorder or syndrome, which occurs only in females). The prevalence of PDD is about three of 1000 children in the general population (Gillberg, 1984; Wing & Gould, 1979). PDD is diagnosed in children who clear show the above-mentioned features in infancy: i.e., (1) lack of interest in people and relationships, (2) impaired development in communicational ability including language, and (3) existence of restricted, repetitive or stereotyped patterns of behavior and interest. Furthermore, diagnosis of PDD subtypes requires
Development of a parent training program for children with pervasive developmental disorders
Behavioral Interventions, 2007
Parent delivered interventions based on applied behavior analysis (ABA) for children with Pervasive Developmental Disorders (PDDs) have been evaluated using primarily single-subject design methodology or small case series. While the results of these evaluations are encouraging, an important next step is to standardize the interventions to allow for replication across sites, in studies with large samples and measures of long-term, clinically meaningful outcomes such as improvements in children's functioning and their relationships with parents. Accordingly, the Research Units on Pediatric Psychopharmacology and Psychosocial Interventions (RUPP Autism Network) assembled a detailed manual for a structured behavioral parent training (PT) program, developed treatment fidelity and training procedures, and conducted a pilot, feasibility study. The PT program is part of a large scale, multisite study intended to determine the efficacy of combined pharmacological treatment and behavioral intervention to improve behavior and adaptive functioning in children with PDD. This paper discusses the rationale for this project. A companion paper provides the results of our feasibility study on the PT program.