Using Standardized Diagnostic Instruments to Classify Children with Autism in the Study to Explore Early Development

Lisa D. Wiggins, Ann Reynolds, Catherine E. Rice, Eric J. Moody, Pilar Bernal, Lisa Blaskey, Steven A. Rosenberg, Li Ching Lee, Susan E. Levy

Research output: Contribution to journalArticlepeer-review

Abstract

The Study to Explore Early Development (SEED) is a multi-site case–control study designed to explore the relationship between autism spectrum disorder (ASD) phenotypes and etiologies. The goals of this paper are to (1) describe the SEED algorithm that uses the Autism Diagnostic Interview-Revised (ADI-R) and Autism Diagnostic Observation Schedule (ADOS) to classify children with ASD, (2) examine psychometric properties of different ASD classification methods, including the SEED method that incorporates rules for resolving ADI-R and ADOS discordance, and (3) determine whether restricted interests and repetitive behaviors were noted for children who had instrument discordance resolved using ADI-R social and communication scores. Results support the utility of SEED criteria when well-defined groups of children are an important clinical or research outcome.

Original languageEnglish (US)
Pages (from-to)1271-1280
Number of pages10
JournalJournal of Autism and Developmental Disorders
Volume45
Issue number5
DOIs
StatePublished - May 1 2015

Keywords

  • ADI-R
  • ADOS
  • Autism
  • Classification
  • Phenotypes
  • Study methods

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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