The developmental assessment for the appropriate guidance in children at risk of Autistic Spectrum Disorder Basic research on making the assessment sheet and it s application Chie Hotta, Takeshi Hatta, Nobuko Hanasaki, Ikuko Hotta, Motomi Toichi and Hidetsugu Tajika 1 2 5 6 11 11 1 2 3 3 4 Abstract : The first aim of this study was to develop the brief version of developmental tasks, including the feature of verbal, nonverbal development, imitation, and social responsiveness for children with Autistic Spectrum Disorder ASD without confounding the delayed intellectual and verbal development. The second aim of this study was to make an as-
18 2014 sessment instrument based on the results of the first study. Eleven children with ASD and eleven with typical development TD, ages 5 to 6 years old, were asked to take the three following tests ; 1 Picture Vocabulary Test- Revised PVT-R and the verbal task from the brief version of Tanaka-Binet intelligence test ; 2 Raven color matrix test and 3 Southern California Sensory Integration Test. Also, we asked the nursery staff to check each item in the Social Responsiveness Scale developed to measure the behavioral pattern of ASD. The results showed that the children with ASD did not differ from those with TD in vocabulary development, whereas task performance of the understanding of use, attribution, body function, and basic living habit in 3-years and 4 years old grades in the ASD group were lower than the TD group, with promoting the nonverbal task performance only in the ASD group. Moreover, the score of Social Responsiveness Scale in the ASD group was higher than the TD group. An assessment instrument was made from results of taks and children s attitude during performing the tasks. We discussed the findings for appropriate support for children at risk for ASD. Key words Autism Spectrum Disorder verbal and nonverbal development imitation social Responsiveness assessment 1 1 2 2 Autism Spectrum Disorder 3 4 5 6
! 1 3 retrospective study 7, 8 9, 10 ADI-R 11 12 20 1 5
18 2014 2 13, 14 4 1 15, 16 16 15 1 Dunn & Dunn 17, 18 Peabody picture vocabulary test 19 20 21 19 22 15, 16 2 23 24 3
! 25 26 Respond to joint attention Initiate joint attention 27 28 29 1 3 4 Social Responsiveness Scale ; 12 30 30 3 1 K 2 2 1 2 5 6 54
18 2014 32 22 73 4.07 4 7 11 2 1 1 DSM-5 3 DSM-5 3 p.50 52 DSM- 31 DSM- -TR 32 DSM- 31 DSM- -TR 32 DSM-5 3 3 8 2 1 3 6 4 3 2 4 2 6 3 2 28 4 6 3 12 6 3
! 28 12 1 10 3 2 4 10 1 2 1 0 24 4 Social Responsiveness Scale 12, 30 4 18 4 65 0 195 12 30 3 2 1 5 2 1 2 10 : 00 12 : 00 3 1 7 8 7 1 2 3 2 15 2 1
18 2014 2 3 1 3 1 3 2 5 6 3 4 3 1 1 1 2 3 2 ANOVA F 2,40 6.87, MSe 176.78, p.01 F 1,60 1, ns F 1,60 9.21, MSe 182.27, p.01 F 1,60 4.26, MSe 182.27, p.05 2 3 3 2 2 4 2 6 3 t 1 6
! 1 3 4 6 t t p.39.29.85.17.32.41.36.40.24.30.67.30 1.00.00.87.24 1.00.00.39.33 2.17 2.89 3.83 5.37 1.13.05.05.01.001 ns 2 3 7 3 2 3 2 t t 20 5.39, p.001 0 195 100 90 80 70 60 50 40 30 20 10 0 3 1 2 3 4 5 6 7 8 9 10 11 2 1 4
18 2014 15, 16 1 6 1 1 1 1 1
! 1 1 1 1 3 1 3 2 2 3 1 3 3 3 1 3 5
18 2014 4 4 1 5 5 6 6 0 7 7 6 1 1
! 2 1 20 5 2 1 1 3 14 16 3 4 1 3 7 33 12, 30 11 25 26 4
18 2014 34 1 1 1 1 1 2 1 3 1 2 5 35 34, 35 3 3 35 36 36, 37 36, 38 2
! 2 1 2 1 3 3 4 1 2 15 5 1 5 6 3 4
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