Abstract
The ADOS characterizes socio-communicative deficits in autism spectrum disorders (ASD). In this study the effect of module choice on ADOS classification was examined. For 74 participants (52 autism, 22 PDD-NOS), Module 1 and Module 2 were administered in a single session. Fifty-one participants maintained ADOS classification, with 17 more impaired on M2 and 6 more impaired on M1. For 64 participants (25 autism, 39 PDD-NOS), Module 2 and Module 3 were administered. Thirty-nine participants maintained classification, with 24 more impaired on M3 and 1 more impaired on M2. As expected, more impairment was indicated when a module with more language and task demands was administered. Clinical judgment of the most appropriate module for administration was found to be important.
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Notes
These findings should be interpreted with caution because AE scores have significant psychometric weaknesses, and in this case the scores are from multiple measures which introduces additional error. Ratio IQ values are based on AE. Nonetheless, a preliminary sense of the role of verbal and nonverbal abilities on choice of module can be gained from this analysis.
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Acknowledgments
This research was supported by Grants NIMH RO1 MH066469 and 1 K05 MH01196-01 to Catherine Lord. We also wish to thank the children and their families for their participation. Portions of this research were presented at the 2005 International Meeting for Autism Research in Boston, MA.
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Klein-Tasman, B.P., Risi, S. & Lord, C.E. Effect of Language and Task Demands on the Diagnostic Effectiveness of the Autism Diagnostic Observation Schedule: The Impact of Module Choice. J Autism Dev Disord 37, 1224–1234 (2007). https://doi.org/10.1007/s10803-006-0266-z
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DOI: https://doi.org/10.1007/s10803-006-0266-z