These theoretical-experimental antecedents, this study attempts advance iver research line regarding build an integrated analysis scale that facilitates ASD´ specific diagnosis, based on disorder criteria, from evolu-tive-behavioral items and perceptual-cognitive criteria integrated into single diagnostic scale, whose main aims are following: 1) facilitate the statistical probability for ASD specific diagnosis, and 2) specify the empir-ical probability to ASD´level according to DSM-5 Intl classification.
Integrated Experimental Scale (ISD-ASD) made up of six dimensions which integrate development evolutive, behavior, social and communication abilities with variables regarding psycho- neurological perceptual-cog-nitive information processing: developing, communication, interaction, behavior, attention and cognition.
A total of 124 participants of three ASD levels, belonging nine age intervals (y-o) and sex/gender way have been analyzed to experimentally justify the Scale. Results increasingly show the effectiveness of the diagnosis of ASD. Thus, total mean of six dimensions of this study found between 5.77- 7.88 belong to ASD level-1, between 7.88- 9.01 to ASD level-2 level and a score ≥ 9.02 would correspond to ASD level -3.
Autism Spectrum Disorder, Diagnosis, Evaluation, Specific Scale, Autism Test.
Ojea, M. (2022)
ABSTRACT
Weighted sum of scores found over behavioral and perceptual-cognitive dimensions allow set to specific differential diagnosis with high reliability rating for currently three levels of autism spectrum disorder (ASD). Indeed, a total of 124 people with ASD have participated in this study, 81 with ASD level- 1, 25 with ASD level2 and 18 with ASD level- 3 to aim the observations along six basic dimensions that make up disorder basic diagnosis: development, communication, interaction, behavior, attention and cognition. Differential data found by means of t test for independent samples allows conclude there´re significant differences relating the ASD level. Therefore it´s possible establish differential averages for each ASD level beginning p frequencies analysis regarding to total means, being ASD level- 1: between 5.77 and 7.88, ASD level- 2: between 7.89 and 9.01 and ASD level- 3: ≥ 9.02.
KEY WORDS
Autism Spectrum Disorder, Perception- Cognition, ASD´ levels, DSM-5.
Relationships analysis between perceptual-cognitive factors and behavioural variables it make up autism spectrum disorder (ASD) differential specific diagnosis, constitute a fundamental recurrent of currently research, then found data allow the construction of integrated evaluation scales to validate more complete and reliable diagnosis of people with ASD.
A total of 75 participants with ASD have participated in this study of three ASD´ intensity levels and different age intervals, from 3 years old.
Data analyses focused along study the factorial analysis determinant (KMO and Bartlett's test) statistic, as well as, bivariate correlations analysis for three dimensions calculated statistically: "processing", "social" and "behaviours", show significant critical inter-relational levels (Sig: .00), which allows conclude to existence of highly relationships between both variables groups and their practical applications for consequent, reliable and valid diagnosis process.
Autism Spectrum Disorder, Diagnosis, Cognitive Processing.
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Los instrumentos actualmente mejor validados empíricamente para la detección diagnóstica del TEA son, en efecto, la Entrevista para el Diagnóstico del Autismo- Revisada ADI-R (Rutter et al., 2003) y la Prueba o Test de Observación del Diagnóstico del Autismo (2ª ed.) (ADOS-2) (Lord et al., 1994; Lord et al., 1999), publicado por el Western Psychological Services. Sin embargo, ambas pruebas realizan una medición ajustada a los criterios específicos del TEA indicados por la Clasificación Internacional DSM- IV (4ª ed.) publicados por la APA (2000), así como en relación con los criterios de la Clasificación Internacional de las Enfermedades CIE-10 (10ª revisión) (OMS, 2004), pero no se centran específicamente en los criterios de los grupos diagnósticos actualmente vigentes por la Clasificación Internacional DSM-V (5ª ed.) (APA, 2013), lo cual está generando en la clínica actual un margen de error significativo en los procesos de detección si solo se limitan a la observación conductual; y, además, lo que es más importante, es que desde la publicación de los actuales criterios concurrentes de la Clasificación de la 5ª edición, la investigación científica ha avanzado en términos de diagnóstico diferencial, de forma que las escalas exclusivamente basadas en criterios conductuales y/o de observación comportamental y/o emocional ya no parecen herramientas suficientes, que garanticen una fiabilidad y validez diagnóstica significativa del trastorno. Por este motivo, la investigación actual se centra en la búsqueda de nuevas Escalas de medida que incoporen los modelos explicativos del procesamiento perceptivo- cognitivo de las personas con TEA, junto a los criterios conductuales existentes indicados por la Clasificación actual. Por esta razón, mi objetivo prioritario actual es ampliar los estudios para facilitar una Escala Integrada que fusione los criterios conductuales con los elementos cognitivos subyacentes, cuyos precursores son otras publicaciones parciales previas, tales como el proceso relacionado con la interconexión neural y la creación de nodos interrelacionados, así como la Escala de Integración Semántica, con vistas a la inminente publicación de Escalas Integradas amplias adaptadas a niveles de significación estadística del 95% en términos de probabilidad para el diagnóstico clínico del trastorno.
Localización del Instituto de Investagaciones Científicas en Autismo, localizado en la Universidad de Vigo.
