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1. Use of the Screening Tool for Autism in Two-Year-Olds (STAT) for Children under 24 Months: An Exploratory Study (EJ808771)
Author(s):
Stone, Wendy L.; McMahon, Caitlin R.; Henderson, Lynnette M.
Source:
Autism: The International Journal of Research and Practice, v12 n5 p557-573 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Age Differences; Autism; Screening Tests; Cutting Scores; Young Children; Evaluation Methods; Infants; Siblings; Toddlers; At Risk Persons; Pervasive Developmental Disorders; Language Impairments; Developmental Delays; Symptoms (Individual Disorders)
Abstract: The study examined the properties of the Screening Tool for Autism in Two-Year-Olds (STAT) for children under 24 months. The STAT provides a standard context for observing social-communicative behavior in play, imitation, and communication. Seventy-one children received the STAT between 12 and 23 months of age and a follow-up diagnostic evaluation after 24 months. All had an older sibling with an autism spectrum diagnosis (n = 59) or had been referred for evaluation for concerns about autism (n = 12). Signal detection analysis resulted in a cut score of 2.75 for this sample, which yielded a sensitivity of 0.95, specificity of 0.73, positive predictive value of 0.56, and negative predictive value of 0.97. False positives were highest for the 12- to 13-month-old age group; STAT screening properties were improved when the sample was limited to children 14 months and older. Implications for using the STAT with children under 24 months are discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Variability in Outcome for Children with an ASD Diagnosis at Age 2 (EJ813272)
Turner, Lauren M.; Stone, Wendy L.
Journal of Child Psychology and Psychiatry, v48 n8 p793-802 Aug 2007
2007-08-00
Journal Articles; Reports - Research
Descriptors: Intervention; Autism; Clinical Diagnosis; Toddlers; Symptoms (Individual Disorders); Longitudinal Studies
Abstract: Background: Few studies have examined the variability in outcomes of children diagnosed with autism spectrum disorder (ASD) at age 2. Research is needed to understand the children whose symptoms--or diagnoses--change over time. The objectives of this study were to examine the behavioral and diagnostic outcomes of a carefully defined sample of 2-year-old children with ASD, and to identify child and environmental factors that contribute to variability in outcomes at age 4. Methods: Forty-eight children diagnosed with autism or pervasive developmental disorder not otherwise specified (PDDNOS) at age 2 were followed to age 4. Diagnostic measures included the Autism Diagnostic Observation Schedule-Generic (ADOS-G) and clinical diagnosis at ages 2 and 4, and the ADI-R at age 4. Results: Diagnostic stability for an ASD diagnosis (autism or PDDNOS) was 63%, and for an autism diagnosis was 68%. Children who failed to meet diagnostic criteria for ASD at follow-up were more likely to: 1) be 30 months or younger at initial evaluation; 2) have milder symptoms of autism, particularly in the social domain; and 3) have higher cognitive scores at age 2. No differences between children with stable and unstable diagnoses were found for amount of intervention services received. Among the children with unstable diagnoses, all but one continued to have developmental disorders, most commonly in the area of language. Conclusions: The stability of ASD was lower in the present study than has been reported previously, a finding largely attributable to children who were diagnosed at 30 months or younger. Implications for clinical practice are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Parents of Children with Autism Spectrum Disorders Have Merited Concerns about Their Later-Born Infants (EJ775108)
McMahon, Caitlin R.; Malesa, Elizabeth E.; Yoder, Paul J.; Stone, Wendy L.
Research and Practice for Persons with Severe Disabilities (RPSD), v32 n2 p154-160 Sum 2007
2007-00-00
Descriptors: Parent Attitudes; Intervention; Infants; Siblings; Language Impairments; Delayed Speech; Autism; Pervasive Developmental Disorders; Risk; Developmental Delays; Comparative Analysis; Scores
Abstract: Infant siblings of children with autism spectrum disorders (ASD) are at elevated risk for social, cognitive, and language delays which may cause parents to become hypervigilant (i.e., excessively worried) about their infant's development. The extent to which parental concern is related to actual cognitive or language impairment in these infants is currently unknown. This study compared the developmental concerns of two groups of parents: those whose infants have an older sibling with ASD (Sibs-ASD) and those whose infants have an older sibling with typical development (Sibs-TD). The association between parental concerns and infant's actual cognitive and language levels was also examined within and across groups. Forty-nine Sibs-ASD and 27 Sibs-TD, ages 12-24 months, participated in this study. Results revealed that parents of Sibs-ASD had higher levels of concern about their infant's development than did parents of Sibs-TD. Furthermore, degree of parental concern was associated with cognitive and language scores, and higher levels of concern were associated with standard scores below clinical cutoffs. Implications for parents and professionals in regard to obtaining specialized assessment and intervention services for Sibs-ASD are discussed. (Contains 2 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Effects of Different Attentional Cues on Responding to Joint Attention in Younger Siblings of Children with Autism Spectrum Disorders (EJ758360)
Presmanes, Alison G.; Walden, Tedra A.; Stone, Wendy L.; Yoder, Paul J.
Journal of Autism and Developmental Disorders, v37 n1 p133-144 Jan 2007
2007-01-00
Descriptors: Cues; Siblings; Autism; Sibling Relationship; Pervasive Developmental Disorders; Attention; Comparative Analysis; Toddlers; Nonverbal Communication; Verbal Communication; Responses
Abstract: We compared responding to joint attention (RJA) in younger siblings of children with ASD (SIBS-ASD; n = 46) and younger siblings of children developing typically (SIBS-TD; n = 35). Children were tested between 12 and 23 months of age in a situation in which an experimenter directed the child's attention to one of 8 targets. Each child responded to 10 different combinations of verbal and nonverbal cues containing varying levels of attention-specifying information. SIBS-ASD had significantly lower overall RJA scores than SIBS-TD. Moderately redundant cues were most difficult for SIBS-ASD relative to SIBS-TD; adding a point to moderately redundant cues improved RJA for SIBS-ASD, bringing them to a level of RJA commensurate with SIBS-TD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. A Randomized Comparison of the Effect of Two Prelinguistic Communication Interventions on the Acquisition of Spoken Communication in Preschoolers with ASD (EJ750963)
Yoder, Paul; Stone, Wendy L.
Journal of Speech, Language, and Hearing Research, v49 n4 p698-711 Aug 2006
2006-08-00
Descriptors: Autism; Pervasive Developmental Disorders; Intervention; Speech Communication; Preschool Children; Testing; Language Acquisition; Comparative Analysis; Outcomes of Treatment
Abstract: Purpose: This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) on spoken communication in 36 preschoolers with autism spectrum disorders (ASD). Method: Each treatment was delivered to children for a maximum total of 24 hr over a 6-month period. Spoken communication was assessed in a rigorous test of generalization at pretreatment, posttreatment, and 6-month follow-up periods. Results: PECS was more successful than RPMT in increasing the number of nonimitative spoken communication acts and the number of different nonimitative words used at the posttreatment period. Considering growth over all 3 measurement periods, an exploratory analysis showed that growth rate of the number of different nonimitative words was faster in the PECS group than in the RPMT group for children who began treatment with relatively high object exploration. In contrast, analogous slopes were steeper in the RPMT group than in the PECS group for children who began treatment with relatively low object exploration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Using Carey Temperament Scales to Assess Behavioral Style in Children with Autism Spectrum Disorders (EJ748002)
Hepburn, Susan L.; Stone, Wendy L.
Journal of Autism and Developmental Disorders, v36 n5 p637-642 Jul 2006
2006-07-00
Descriptors: Personality; Measures (Individuals); Pervasive Developmental Disorders; Profiles; Young Children; Test Reliability; Behavior Patterns; Autism; Child Behavior
Abstract: Many researchers have suggested that temperament information could be useful for understanding the behavioral variability within the autism spectrum. The purpose of this brief report is to examine temperament profiles of 110 children with ASD (ages 3-8 years, 61 with Autistic Disorder, 42 with PDD-NOS; and 7 with Asperger Disorder) via a commonly used parent report measure of child temperament. Internal consistency of temperament dimensions, test-retest reliability, descriptions of means and standard deviations are examined, relative to previously published norms. Internal consistency of the dimensions and test-retest reliability were comparable to published norms; however, children with autism were rated as presenting with more extreme scores than typically-developing children on several dimensions. Limitations and implications for future work are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Randomized Comparison of Two Communication Interventions for Preschoolers with Autism Spectrum Disorders (EJ742026)
Journal of Consulting and Clinical Psychology, v74 n3 p426-435 Jun 2006
2006-06-00
Descriptors: Attention; Preschool Children; Intervention; Effect Size; Pervasive Developmental Disorders; Communication Skills; Interpersonal Communication; Outcomes of Treatment; Comparative Analysis; Autism; Program Effectiveness
Abstract: This randomized group experiment compared the efficacy of 2 communication interventions (Responsive Education and Prelinguistic Milieu Teaching [RPMT] and the Picture Exchange Communication System [PECS]) in 36 preschoolers with autism spectrum disorders. Each treatment was delivered 3 times per week, in 20-min sessions, for 6 months. The results revealed that the RPMT facilitated the frequency of generalized turn taking and generalized initiating joint attention more than did the PECS. The latter effect occurred only for children who began treatment with at least some initiating joint attention. In contrast, the PECS facilitated generalized requests more than the RPMT in children with very little initiating joint attention prior to treatment. These effect sizes were large. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Labels Increase Attention to Novel Objects in Children with Autism and Comprehension-Matched Children with Typical Development (EJ736649)
Mcduffie, Andrea S.; Yoder, Paul J.; Stone, Wendy L.
Autism: The International Journal of Research & Practice, v10 n3 p288-301 2006
2006-00-00
Descriptors: Auditory Stimuli; Comparative Analysis; Attention; Toddlers; Pervasive Developmental Disorders; Comprehension; Autism; Language Acquisition; Cues; Vocabulary Skills; Individual Differences; Child Development; Vocabulary Development
Abstract: This study used an intact group comparison to examine attention following in 34 children aged 2 years diagnosed with autism spectrum disorder (ASD) matched pairwise for vocabulary comprehension with a group of typically developing toddlers. For both groups of children, the presence of verbal labels during a referential task increased attention to a novel object over and above the attention-facilitating effect of child-directed talking without labeling. The typically developing children displayed more attention following than comprehension matched children with ASD across experimental conditions and there was no significant difference between the groups in the facilitative effect of hearing verbal labels. Implications for word-learning theory, intervention strategies and future research are considered. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Follow-Up of Children with Autism Spectrum Disorders from Age 2 to Age 9 (EJ736648)
Turner, Lauren M.; Stone, Wendy L.; Pozdol, Stacie L.; Coonrod, Elaine E.
Autism: The International Journal of Research & Practice, v10 n3 p243-265 2006
Descriptors: Followup Studies; Young Children; Pervasive Developmental Disorders; Clinical Diagnosis; Scores; Early Intervention; Cognitive Ability; Autism; Child Development; Predictor Variables; Language Acquisition; Language Skills; Identification
Abstract: The purpose of the present study was to examine the developmental outcomes of children 7 years after their initial diagnosis. Children diagnosed with autism or PDD-NOS at age 2 received follow-up evaluations at age 9. Diagnostic stability was high, with 88 percent of the sample obtaining autism spectrum diagnoses at age 9. Cognitive scores improved considerably for a large segment of the sample, with over 50 percent obtaining scores in the average range at follow-up. Language outcomes were also positive at follow-up; 88 percent of the sample demonstrated at least some functional language, and 32 percent were able to engage in conversational exchanges. Early characteristics that predicted outcome status were: age of diagnosis, age 2 cognitive and language scores, and total hours of speech-language therapy between ages 2 and 3.These findings highlight the potential long-term benefits of both early identification and early intervention, and provide additional evidence for the importance of promoting public awareness of the early signs of autism. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Psychometric Properties of the STAT for Early Autism Screening (EJ735531)
Stone, Wendy L.; Coonrod, Elaine E.; Turner, Lauren M.; Pozdol, Stacie L.
Journal of Autism and Developmental Disorders, v34 n6 p691-701 Dec 2004
2004-12-00
Descriptors: Psychometrics; Autism; Screening Tests; Measures (Individuals); Play; Verbal Communication; Imitation; Young Children; Interrater Reliability; Diagnostic Tests
Abstract: The STAT is an interactive screening measure for autism that assesses behaviors in the areas of play, communication, and imitation skills. In Study 1, signal detection procedures were employed to identify a cutoff score for the STAT using developmentally matched groups of 2-year-old children with autism and with nonspectrum disorders. The resulting cutoff yielded high sensitivity, specificity, and predictive values for the development sample as well as for an independent validation sample. Study 2 examined psychometric properties of the STAT and revealed acceptable levels of interrater agreement, test-retest reliability, and agreement between STAT risk category and ADOS-G classification. The STAT demonstrates strong psychometric properties and shows promising utility as a Level 2 screening measure for autism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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