Assessment of Autism in Community Settings: Discrepancies in Classification
Assessment of Autism in Community Settings: Discrepancies in Classification
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DOI：
10.1007/s10803-008-0668-1
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发表时间：
2009-04-01
影响因子：
3.9
通讯作者：
Soles, Tamara
中科院分区：
文献类型：
--
作者：
Williams, Marian E.;Atkins, Monique;Soles, Tamara
对29名幼儿的78项评估进行了回顾，检查了在三种情况下评估自闭症谱系障碍的做法：公立学校、发育障碍资格确定和我们以医院为基础的儿童早期心理健康项目。虽然在不同的地点发现了相似的自闭症谱系障碍分类率，但不同的评估者对单个儿童的一致率只有45%。此外，大多数社区评估人员没有遵循最佳实践指南，也没有使用具有既定心理测量特性的自闭症诊断工具。在这个主要是拉丁裔，讲西班牙语的儿童的样本中，大多数社区评估人员没有用他们的母语记录对儿童的评估，也没有解决语言在评估中的影响。
Review of 78 evaluations for 29 young children examined practices used in assessment of autism spectrum disorders in three settings: public schools, developmental disabilities eligibility determinations, and our hospital-based early childhood mental health program. While similar rates of classification of autism spectrum disorders were found across sites, the rate of agreement by different evaluators for individual children was only 45%. Further, most community evaluators did not follow best practice guidelines nor use autism diagnostic tools with established psychometric properties. In this sample of primarily Latino, Spanish-speaking children, most community evaluators did not document assessment of the child in their native language, nor address the impact of language in their assessments.