Davidson, C., Turner, F., Gillberg, C. , Campbell, S. L., Boyd, S. and Minnis, H. (2023) Using the live assessment to discriminate between autism spectrum disorder and disinhibited social engagement disorder. Research in Developmental Disabilities, 134, 104415. (doi: 10.1016/j.ridd.2022.104415) (PMID:36634523)
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Abstract
Background: Children with Autism Spectrum Disorder (ASD) and children with Disinhibited Social Engagement Disorder (DSED) may present with similar social problems, despite differing aetiologies, resulting in diagnostic conundrums. Methods: Thirty children: 10 with ASD, no maltreatment history, 10 with DSED and 10 typically developing children were assessed via ‘gold standard’ ASD assessments, including the Autism Diagnostic Observational Schedule (ADOS) and a unique unstructured observation known as the Live assessment. Live utilises a triadic interaction (2 assessors and child), playful teasing and social ‘stress’ scenarios to increase the social challenge. Results: The ADOS supported discrimination of DSED from ASD to a degree. Where additional neurodevelopmental problems created ambiguity, the Live assessment was more supportive than the ADOS for unpicking the underlying nature of the social problems. Conclusion: Live supported differentiation between ASD, DSED and other neurodevelopmental problems. The greater social challenge presented by Live exacerbated core problems of ASD and, in DSED, core social skills stood out.
| Item Type: | Articles |
|---|---|
| Status: | Published |
| Refereed: | Yes |
| Glasgow Author(s) Enlighten ID: | Minnis, Professor Helen and Jamieson, Miss Claire and Turner, Ms Fiona and Gillberg, Professor Christopher |
| Authors: | Davidson, C., Turner, F., Gillberg, C., Campbell, S. L., Boyd, S., and Minnis, H. |
| College/School: | College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing |
| Journal Name: | Research in Developmental Disabilities |
| Publisher: | Elsevier |
| ISSN: | 0891-4222 |
| ISSN (Online): | 1873-3379 |
| Published Online: | 10 January 2023 |
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