Validation of an outcome measure of early social-communication for young children with ASD

自闭症谱系障碍 (ASD) 幼儿早期社交沟通结果测量的验证

• 批准号: 10224901
• 负责人: Brian Antonio Boyd
• 金额: $ 55.72万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10224901
• 关键词: Administrator; Adolescence; Adult; Age; Area; Behavior Therapy; Behavioral; Characteristics; Child; Clinical Trials; Code; Communication; Data; Development; Diagnosis; Disabled Children; Early Intervention; Foundations; Future; Goals; Growth; Impairment; Intervention; Intervention Studies; Language; Measurement; Measures; Monitor; Online Systems; Outcome; Outcome Measure; Parents; Persons; Pharmacologic Substance; Play; Population; Populations at Risk; Positioning Attribute; Process; Prognosis; Psychometrics; Public Health; Research; Sampling; Symptoms; Time; Translating; United States; Validation; Validity and Reliability; Videotape; autism spectrum disorder; autistic children; base; behavioral phenotyping; blind; cognitive ability; data visualization; design; effective intervention; improved; innovation; instrument; intervention effect; joint attention; mobile application; novel; peer; programs; routine care; routine practice; skills; social; social communication; sound; success; tool; treatment effect; treatment trial; validation studies

Abstract The majority of validated social-communication measures for children with autism spectrum disorder (ASD) were designed to behaviorally phenotype or diagnose this core symptom domain and not to detect change over time. The lack of validated outcome measures has somewhat stifled intervention research efforts as well as early interventionists’ ability to monitor the effects of their programs on children’s social-communicative outcomes. It has become difficult to sort out whether non-significant treatment effects are a result of truly ineffective interventions, or rather poorly validated measures for this population. We know that the early, foundational social-communication and language skills of children with ASD predict their functioning into adolescence and even adulthood, with functional use of language by age 5 being one of the best predictors of long-term prognosis. As such, clinicians have begun to focus their efforts on improving children’s social- communication and language skills using both developmental and behavioral interventions as well as pharmaceutical treatments. In reviewing these treatment trials, it is clear there is a range of intervention success and even more clear that we lack a consistent set of outcome measures for the social-communication symptom domain. Our group has been working to validate measures of key social-communication and language skills and are able to draw from a wealth of prior psychometric data to adapt and validate a brief observational measure that can be easily used within clinical trials as well as within routine care and practice. We propose to adapt and psychometrically validate a measure of social-communication and language skills for young children, ages 12 – 60 months, preliminarily or formally diagnosed with ASD. Specifically, we plan to validate the Early Communication Indicator for Autism Spectrum Disorder (ECI-ASD) using a robust and representative multisite sample of well-characterized children with ASD (n = 400). The current version of the ECI is norm-referenced and allows for progress monitoring, which means the measure can be used in a formative, data-driven fashion to monitor children’s intervention progress and make changes if children are not improving, but it also can provide summative outcome data. In addition, the current measure can be scored live using a mobile app. Currently, no other current social-communication measure specifically designed for children with ASD easily allows for ongoing intervention progress monitoring, data visualization, and live scoring, which will make the adapted ECI-ASD a unique outcome measurement tool. Further, the ECI-ASD will provide the ability to enter data into an online platform to compare the progress of children with ASD to normative data and this represents a sorely needed and clear innovation above current measurement approaches. The expected deliverable is a novel outcome measure of key social-communication and language skills that is psychometrically sound, minimally burdensome to administer and score, and sensitive to the incremental change expected for young children with ASD.

抽象的 大多数针对自闭症谱系障碍 (ASD) 儿童的经过验证的社交沟通措施 旨在对这一核心症状进行行为表型分析或诊断，而不是检测变化 随着时间的推移。缺乏经过验证的结果测量也在一定程度上抑制了干预研究的努力 作为早期干预者监测其项目对儿童社交沟通影响的能力 结果。很难弄清楚不显着的治疗效果是否是真正的结果 无效的干预措施，或者更确切地说，对该人群的措施缺乏有效的验证。我们知道，早期， 自闭症儿童的基本社交沟通和语言技能可以预测他们的功能 青春期甚至成年期，5 岁时语言的功能性使用是最好的预测因素之一 长期预后。因此，临床医生开始集中精力改善儿童的社交能力。 使用发展和行为干预以及 药物治疗。在审查这些治疗试验时，很明显存在一系列干预措施 成功，甚至更清楚的是，我们缺乏一套一致的社会沟通成果衡量标准 症状域。我们的小组一直致力于验证关键社交沟通和 语言技能，并能够从大量先前的心理测量数据中提取数据来适应和验证简介 可以在临床试验以及常规护理和实践中轻松使用的观察措施。 我们建议采用并通过心理测量来验证社交沟通和语言技能的衡量标准 12 – 60 个月大、初步或正式诊断患有 ASD 的幼儿。具体来说，我们计划 使用强大且可靠的方法验证自闭症谱系障碍早期沟通指标 (ECI-ASD) 具有良好特征的 ASD 儿童的代表性多点样本 (n = 400)。当前版本 ECI 是参考规范的，并允许进行进度监控，这意味着该措施可以用于 形成性、数据驱动的方式来监测儿童的干预进展，并在儿童没有进展时做出改变 改进，但它也可以提供总结性结果数据。此外，当前的测量可以实时评分 使用移动应用程序。目前，还没有其他专门针对 患有自闭症谱系障碍 (ASD) 的儿童可以轻松地进行持续干预进展监控、数据可视化和实时直播 评分，这将使改编后的 ECI-ASD 成为独特的结果测量工具。此外，ECI-ASD 将 提供将数据输入在线平台的能力，以比较自闭症儿童的进展情况 规范数据，这代表了当前测量之上迫切需要且明确的创新 接近。预期交付成果是关键社交沟通和语言的新颖结果衡量标准 心理测量上合理的技能，管理和评分的负担最小，并且对 患有自闭症谱系障碍 (ASD) 的幼儿预计会发生渐进式的改变。