![]() 2012) are helpful standardized instruments to support the diagnostic process, but the administration of these measures is quite time-consuming, labor-intensive, and thus relatively expensive (Howlin and Asgharian 1999). 2003) and Autism Diagnostic Observation Scale (ADOS-2 Lord et al. The Autism Diagnostic Interview-Revised (ADI-R Rutter et al. They are often ‘diagnostic puzzles’ for clinicians and thorough diagnostic assessment is required. When these young people are referred to mental health care, they often display a wide range of secondary complaints like anxiety, depression, and behavioral problems (Simonoff et al. In fact, high-functioning youth with ASD are often diagnosed relatively late, that is in elementary or even secondary school (Daniels and Mandell 2014), or the ASD may not be recognized at all (Kim et al. However, children and adolescents with milder forms of ASD like Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) or high-functioning children with ASD are more difficult to recognize. ![]() Youth with severe forms of ASD as described in the DSM-5 or the classical Autistic Disorder according to the DSM-IV can be identified rather well. ![]() Due to the polythetic criteria as used in psychiatric classification systems, ASD is quite heterogeneous in terms of symptom composition and severity. The results also indicate that following the initial screen with these ASEBA scales, further thorough diagnostic assessment is necessary to definitively establish whether young people really suffer from ASD.Īutism spectrum disorder (ASD) is a pervasive developmental disorder characterized by persistent deficits in social interaction and communication in combination with restricted, obsessive, or repetitive patterns of behavior (American Psychiatric Association 2000, 2013). The results clearly demonstrated that the special ASEBA-based scales – in particular when completed by the parents – were most predictive of ASD. Analyses were performed for: youth with a DSM-IV-based clinical diagnosis youth for which the clinical DSM-IV diagnosis was confirmed by a standardized assessment (the Autism Diagnostic Interview-Revised) and youth with a DSM-IV- based clinical diagnosis of ASD that also met the DSM-5 criteria. Different screening variants were compared for the CBCL, TRF, and the combination of CBCL and TRF: the separate withdrawn/depressed, social problems, and thought problems syndrome scales combinations of these syndrome scales and special ASD scales composed of relevant individual items. The present study explored the ability of the school-aged Child Behavior Checklist (CBCL) and the Teacher’s Report Form (TRF) to screen for ASD in children and adolescents (aged 6 to 18 years) within a mixed clinically referred sample. Integrating a screening possibility for Autism Spectrum Disorder (ASD) within the widely applied Achenbach System of Empirically Based Assessment (ASEBA) scales could be of great value for daily clinical practice.
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