Exploratory Factor Analysis of the Social Communication Disorder Screener.

Currently, there are no existing measures to screen for or diagnose Social (Pragmatic) Communication Disorder (SPCD). We conducted an exploratory factor analysis (EFA) of the Social Communication Disorder Screener (SCDS), a 14-item, parent-report measure based on the DSM-5 diagnostic criteria for SPCD. This EFA examined the internal consistency and factor structure of the SCDS for a sample of 500 parents of children, ages 5-18 years, representative of the U.S. census. Results yielded a correlated three-factor solution with good internal consistency reliability. Findings supported the presence of three subscale as well as the derivation of a total composite score reflecting overall verbal and non-verbal communication and limitations across contexts. Clinical and research implications are discussed.

Adding some "Cs": Expanding positive youth development to include disability and identity.

BACKGROUND: Although numbers of youth with disabilities (YWD) are increasing, this population continues to be poorly represented in psychological and developmental research. There is a demonstrated need to better understand identity development in YWD. OBJECTIVE: The purpose of this review was to determine the applicability of a contemporary developmental model, positive youth development (PYD), for YWD. PYD describes six "Cs" that contribute to thriving in youth: competence, confidence, connection, character, caring/compassion, and contribution. We explored which "Cs" contribute to identity development in YWD, what appears to be unique, and how PYD could be adapted to better include this population. METHOD: Through a qualitative metasynthesis, we explored how PYD emerged across the qualitative literature from psychology and related fields for YWD. We coded 18 qualitative articles according to the original definitions of the "Cs" of PYD and tracked emerging constructs across included studies. RESULTS: Findings reveal evidence for four out of six of the original "Cs" in YWD. Two emerging "Cs," coping and constraints, may be unique to this population. CONCLUSIONS: PYD may be applicable for YWD, but an expanded version may be more relevant to this group. The addition of newly defined "Cs" could contribute to a better understanding of positive development in YWD and other marginalized populations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The combination of autism and exceptional cognitive ability is associated with suicidal ideation.

Autism with co-occurring exceptional cognitive ability is often accompanied by severe internalizing symptoms and feelings of inadequacy. Whether cognitive ability also translates into greater risk for suicidal ideation is unclear. To investigate this urgent question, we examined two samples of high-ability autistic individuals for factors that were predictive of suicidal ideation. In the first sample (N = 1,074 individuals seen at a clinic specializing in gifted/talented youth), we observed a striking excess of parent-reported suicidal ideation in autistic individuals with IQ ≥ 120 (Odds Ratio = 5.9, p=0.0007). In a separate sample of SPARK participants, we confirmed higher rates of suicidal thoughts compared to non-autistic children from the ABCD cohort (combined N = 16,049, Odds Ratio = 6.8, p<2.2e-16), and further that autistic children with suicidal thoughts had significantly higher cognitive ability (p<2.2e-16) than those without. Elevated polygenic scores (PGS) for cognitive performance were associated with increased suicidal thoughts (N = 1,983, Z=2.16,p=0.03), with PGS for educational attainment trending in the same direction (Z=1.4,p=0.17). Notably, similar results were found in parents of these autistic youth, where higher PGS for educational attainment was associated with increasing thoughts of suicide (N = 736, Z=2.28,p=0.02). Taken together, these results suggest that on a phenotypic and genetic level, increasing cognitive ability is an unexpected risk factor for suicidal ideation in individuals diagnosed with, or at risk for autism.

Developmental milestones as early indicators of twice-exceptionality.

Twice-exceptional individuals are those who have high cognitive ability in one or more areas, but also have a diagnosed disability. The needs of these individuals likely differ from those with high cognitive ability without a disability and those who solely have a disability. Intervening early can offer exceptional benefits for twice-exceptional individuals, but this has proved challenging due to the high cognitive abilities masking disabilities. This study explores if parent-reported developmental milestones can predict the number of disabilities diagnosed for an individual, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Specific Learning Disorder (SLD). Using a clinical sample of about 1,300 individuals, we used a Bayesian cumulative logistic model to explore if developmental milestones can predict the number of diagnoses after controlling for IQ and age. Study results showed that when an individual began to count and read informed predictions for the number of future diagnoses in the clinical sample. Implications for future study and practitioners are discussed in further detail.

Does person-group fit matter? A further examination of hope and belongingness in academic enhancement groups.

Efforts have been made to support the academic success and address the retention of low academically performing college students; however, little is known about how these interventions are effective. This study builds upon recent findings that the hope and belongingness of college students in a group-based academic enhancement intervention were important factors in their academic success. Applying person-environment fit theory, this study assessed changes in an individual's hope and belongingness, changes in the group's hope and belongingness, and the interaction between changes in both an individual's hope and belongingness and the group's hope and belongingness (i.e., person-group fit) on the academic outcomes of 145 college students participating in 11 academic enhancement seminars. Results indicated that changes in a student's hope and belongingness were positively associated with changes in their academic self-efficacy, but not their academic performance, as measured by grade point average (GPA). However, the changes in the group's hope and belongingness moderated the relationship between students' changes in hope and belongingness and their academic performance, such that these relationships were stronger when the student fit with their group in regard to their perceived changes in hope and belongingness (i.e., high individual-high group change). This study provides further support for the importance of instilling hope and a sense of belongingness in students within academic enhancement groups, and the complex influence of group-level processes within these interventions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Identifying High Ability Children with DSM-5 Autism Spectrum or Social Communication Disorder: Performance on Autism Diagnostic Instruments.

This study was a replication of Mazefsky et al.'s (Journal of Autism and Developmental Disabilities 43:1236-1242, 2013) investigation among a sample of 45 high ability children and adolescents diagnosed with ASD under DSM-IV-TR. Items from the ADOS and ADI-R were mapped onto DSM-5 diagnostic criteria for ASD and SCD to determine whether participants would meet either diagnosis under DSM-5. If the ADOS were administered alone, 62% of individuals diagnosed with ASD would no longer meet criteria under DSM-5; however, when the ADI-R and ADOS scores were combined, 100% of individuals would continue to meet ASD diagnosis. The ADOS was determined to be an insufficient measure for SCD due to the small number of algorithm items measuring SCD diagnostic criteria, suggesting the development of SCD measures is required.

Corrigendum: Extending decision making competence to special populations: a pilot study of persons on the autism spectrum.

[This corrects the article on p. 539 in vol. 6, PMID: 25972831.].

Extending decision making competence to special populations: a pilot study of persons on the autism spectrum.

The area of decision making has much to offer in our effort to understand special populations. This pilot study is an example of just such a project, where we illustrate how traditional decision making tools and tasks can be used to uncover strengths and weaknesses within a growing population of young adults with autism. In this pilot project we extended accounts of autistic behavior such as those derived from "theory of mind" to predict key components of decision making in high-functioning young adults on the autism spectrum. A battery of tests was administered to 15 high-functioning college students with autism spectrum disorder (ASD), focusing on decision making competence (DMC) and other aspects of decision making related to known deficits associated with autism. Data from this group were compared to data from unselected college students receiving the same measures. First, as a test of a key social deficit associated with autism, the target group scored much lower on the Empathy Quotient scale. Traditional elements of decision making competency such as Numeracy and application of decision rules were comparable across groups. However, there were differences in thinking style, with the ASD group showing lesser ability and engagement in intuitive thinking, and they showed lower levels of risk taking. For comparisons within the ASD group, autobiographical reports concerning individual lifestyles and outcomes were used to derive a scale of Social Functioning. The lowest scoring individuals showed the lowest levels of intuitive thinking, the lowest perceived levels of others' endorsement of socially undesirable behaviors, and the lowest ability to discriminate between "good" and "bad" risks. Results are discussed in terms of interventions that might aid high-functioning young adults with ASD in their everyday decision making.

Cognitive, adaptive, and psychosocial differences between high ability youth with and without autism spectrum disorder.

Research on Autism Spectrum Disorder (ASD) is thriving; however, scant empirical research has investigated how ASD manifests in high ability youth. Further research is necessary to accurately differentiate high ability students with ASD from those without the disorder, and thus decrease the risk of misdiagnosis. The purpose of the present study is to provide an empirical account of the intellectual, adaptive, and psychosocial functioning of high ability youth with and without ASD utilizing a group study design. Forty youth with high cognitive ability and ASD and a control group of 41 youth with high cognitive ability and no psychological diagnosis were included in the study. In comparison to the control group, the ASD group showed poorer functioning on measures of processing speed, adaptive skills, and broad psychological functioning, as perceived by parents and teachers. These findings have significant implications for diagnosing ASD among those with high ability, and the development of related psychological and educational interventions to address talent domains and areas of concern.

Disability research in counseling psychology journals: a 20-year content analysis.

We conducted an exploratory content analysis of disability research in 5 major counseling psychology journals between 1990 and 2010. The goal was to review the counseling psychology literature to better understand the prevalence of disability research, identify research methods most often conducted, and elucidate the types of concerns most studied. We searched 5 journals (Journal of Counseling & Development, Journal of Counseling Psychology, The Counseling Psychologist, Journal of Multicultural Counseling and Development, and Cultural Diversity and Ethnic Minority Psychology) using keywords derived from disability terms defined by the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Articles were categorized by methodology and disability category examined. We found that disability research continues to comprise an extremely small amount (from less than 1% to 2.7%) of the counseling psychology literature, with the frequency of articles plateauing in recent years. The research design of articles published has changed, with an increased number of empirical articles and a decrease in literature reviews. We conclude by calling for increased empirical investigation of disability among journals specific to counseling psychology to recognize disability as an important aspect of diversity within the field.

Predicting the academic achievement of gifted students with autism spectrum disorder.

We are not well informed regarding the ability-achievement relationship for twice-exceptional individuals (very high cognitive ability and a diagnosed disability, e.g., autism spectrum disorder [ASD]). The research question for this investigation (N = 59) focused on the predictability of achievement among variables related to ability and education in a twice-exceptional sample of students (cognitive ability of 120 [91st percentile], or above, and diagnosed with ASD). We determined that WISC-IV Working Memory and Processing Speed Indices were both significantly positively correlated with achievement in math, reading, and written language. WISC Perceptual Reasoning Index was uniquely predictive of Oral Language test scores. Unexpected findings were that ASD diagnosis, Verbal Comprehension Index, and forms of academic acceleration were not related to the dependent variables.

Parent, teacher, and self perceptions of psychosocial functioning in intellectually gifted children and adolescents with autism spectrum disorder.

Parent, teacher, and self-perceptions of 54 high ability students with autism spectrum disorder (ASD) were assessed through administration of the Behavioral Assessment Scales for Children, Second Edition. Parent reports resulted in clinically elevated scores on the Atypicality, Attention Problems, Depression, Hyperactivity, Withdrawal, Activities of Daily Living, Adaptability, and Social Skills subscales, and teacher reports resulted in clinically elevated scores on the Atypicality, Depression, Withdrawal, and Adaptability subscales. Self-report scores were in the average range. Parents and teachers of adolescents reported greater adaptability and fewer symptoms of atypicality than parents and teachers of children. Psychosocial functioning appears impacted in high ability students with ASD and developmental differences in severity may exist.