The Early Sociocognitive Battery: a clinical tool for early identification of children at risk for social communication difficulties and ASD?
The Early Sociocognitive Battery: a clinical tool for early identification of children at risk for social communication difficulties and ASD?
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早期社会认知电池：早期识别有社交沟通困难和自闭症谱系障碍风险的儿童的临床工具？
DOI：
10.1111/1460-6984.12477
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发表时间：
2019
影响因子：
2.4
通讯作者：
Roy P
中科院分区：
文献类型：
--
作者：
Roy P
相当一部分接受言语和语言治疗的学龄前儿童有社交障碍和/或自闭症谱系障碍（SC&/ASD），这些障碍直到儿童晚期才被发现。这些“晚期”诊断的儿童错过了从早期有针对性的干预措施中受益的机会。来自随访临床样本的先前证据表明，早期社会认知成套测验（ESB）的学龄前表现是7-8年后社会沟通困难儿童的良好预测因素。目的本研究的目的有三个方面：（1）确定儿童/人口统计学因素对社区幼儿ESB表现的影响;（2）评估ESB的同时效度和重测信度;（3）评估ESB的社会认知能力。以及（3）使用社区样本数据中得出的“低”ESB表现的截止值来评估临床样本中2-4岁ESB对9-11岁结局的预测性，包括父母报告的SC和/ASD diagnosis.Methods & ProceduresA社区样本中205名2-4岁儿童进行了ESB和接受性词汇测试评估。在2周内在ESB上重新测试子样本（n =20）。父母填写了一份问卷，提供背景儿童/人口统计信息。我们先前研究的临床样本包括93名儿童，他们在ESB上评估为2;6到< 4;0，他们的父母在儿童9-11岁时完成了社会反应量表（SRS），我们的社会沟通测量。来自社区样本的“低”ESB表现的截止值用于确定“低”ESB分数对社会沟通结果和父母报告的SC&/ASD诊断的预测有效性，根据ESB评估的年龄。结果与结果来自社区样本的结果证实了ESB在心理测量上是稳健的，对年龄和语言延迟敏感，并且与接受性词汇测量相反，不受双语影响。虽然在临床样本中，ESB表现与后来的社会沟通困难之间的总体关联在最年轻的年龄组中特别强，（2;6至< 3;0; r= 0.71，p <0.001），“低”ESB表现在各年龄组中具有同样的预测性，总体上确定了89%的“晚期”SC&/ASD诊断儿童（敏感性），和75%的人没有（特异性）。结论和implicationsResults表明，ESB是一个有效的学前评估，适用于不同语言背景的儿童。它确定了关键社会认知技能的缺陷，并预测了学龄前临床评估中未发现的学龄儿童的社会沟通困难，支持对这些儿童进行早期有针对性的干预。
BackgroundA substantial proportion of preschool children referred to speech and language therapy (SLT) services have social communication difficulties and/or autistic spectrum disorders (SC&/ASD) that are not identified until late childhood. These ‘late’ diagnosed children miss opportunities to benefit from earlier targeted interventions. Prior evidence from a follow‐up clinical sample showed that preschool performance on the Early Sociocognitive Battery (ESB) was a good predictor of children with social communication difficulties 7–8 years later.AimsThe aims were three‐fold: (1) to determine the impact of child/demographic factors on ESB performance in a community sample of young children; (2) to assess the ESB's concurrent validity and test–retest reliability; and (3) to use cut‐offs for ‘low’ ESB performance derived from the community sample data to evaluate in a clinical sample the predictiveness of the ESB at 2–4 years for outcomes at 9–11 years, including parent‐reported SC&/ASD diagnosis.Methods & ProceduresA community sample of 205 children aged 2–4 years was assessed on the ESB and a receptive vocabulary test. A subsample (n =20) was retested on the ESB within 2 weeks. Parents completed a questionnaire providing background child/demographic information. The clinical sample from our previous study comprised 93 children assessed on the ESB at 2;6 to < 4;0 whose parents completed the Social Responsiveness Scale (SRS), our measure of social communication, when the children were 9–11 years. Cut‐offs for ‘low’ ESB performance derived from the community sample were used to determine the predictive validity of ‘low’ ESB scores for social communication outcomes and parent‐reported SC&/ASD diagnosis according to age of ESB assessment.Outcome & ResultsFindings from the community sample confirmed the ESB as psychometrically robust, sensitive to age and language delay, and, in contrast to the receptive vocabulary measure, unaffected by bilingualism. While overall associations between ESB performance and later social communication difficulties in the clinical sample were particularly strong for the youngest age group (2;6 to < 3;0;r= .71,p< .001), ‘low’ ESB performance was equally predictive across age groups and overall identified 89% of children with ‘late’ SC&/ASD diagnoses (sensitivity), and 75% of those without (specificity).Conclusions & ImplicationsResults indicate that the ESB is a valid preschool assessment suitable for use with children from diverse language backgrounds. It identifies deficits in key sociocognitive skills and is predictive of social communication difficulties in school‐age children that had not been identified in preschool clinical assessment, supporting earlier targeted interventions for these children.
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