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Journal of Autism and Developmental Disorders
Gepubliceerd in:

22-02-2017 | Original Paper

Joint-Attention and the Social Phenotype of School-Aged Children with ASD

Auteurs: Peter Mundy, Stephanie Novotny, Lindsey Swain-Lerro, Nancy McIntyre, Matt Zajic, Tasha Oswald

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 5/2017

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Abstract

The validity of joint attention assessment in school-aged children with ASD is unclear (Lord, Jones, Journal of Child Psychology and Psychiatry 53(5):490–509, 2012). This study examined the feasibility and validity of a parent-report measure of joint attention related behaviors in verbal children and adolescents with ASD. Fifty-two children with ASD and 34 controls were assessed with the Childhood Joint Attention Rating Scale (C-JARS). The C-JARS exhibited internally consistency, α = 0.88, and one factor explained 49% of the scale variance. Factor scores correctly identified between 88 and 94% of the children with ASD and 62–82% of controls. These scores were correlated with the ADOS-2, but not other parent-report symptom measures. The C-JARS appears to assess a unique dimension of the social-phenotype of children with ASD.
vorige artikel Depression in Parents of Children Diagnosed with Autism Spectrum Disorder: A Claims-Based Analysis
volgende artikel Electrophysiological Endophenotypes and the Error-Related Negativity (ERN) in Autism Spectrum Disorder: A Family Study
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Voetnoten
1
The evidence for a Diagnostic Group difference on the C-JARS joint attention factor score was also observed in a follow-up analyses that included the combined Conner’s Inattentive and Hyperactivity scores as a second covariate in the ANCOVA but with a lower effect size estimate, F (1,75) = 10.5, p < .002, eta2 = 0.12.
 
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Metagegevens
Titel
Joint-Attention and the Social Phenotype of School-Aged Children with ASD
Auteurs
Peter Mundy
Stephanie Novotny
Lindsey Swain-Lerro
Nancy McIntyre
Matt Zajic
Tasha Oswald
Publicatiedatum
22-02-2017
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 5/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-017-3061-0

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