Using the live assessment to discriminate between Autism Spectrum Disorder and Disinhibited Social Engagement Disorder.

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.

The socioeconomic significance of nature-based recreation in Canada.

In recognition of the many values that people ascribe to nature, federal, provincial, and territorial agencies worked in partnership to complete the 'Survey on the Importance of Nature to Canadians' (SINC) in 1981, 1987, 1991, and 1996. Between 1981 and 1996, more than 80% of Canadians 15 years of age and older engaged in one or more nature-related activities. This paper describes the evolution of this cooperative monitoring program, defines a classification system as a context for the values examined by the SINC, highlights trends of some nature-related recreational activities measured by the survey, and comments on the importance of this information to Canadians.

The Scottish Centre for autism preschool treatment programme. II: The results of a controlled treatment outcome study.

This article evaluates the effectiveness of a developmentally based early intervention programme. Two groups of children were compared, a treatment group and a no-treatment control group. Standardized assessments were administered before and after the intervention period by an independent clinician. Pre-treatment comparisons revealed that the control group had a significantly higher pre-treatment IQ; but the two groups were comparable for age, mental age, socioeconomic status and number of hours of non-experimental therapy. Results demonstrated that children in the treatment group improved significantly more than those in the control group on measures of joint attention, social interaction, imitation, daily living skills, motor skills and an adaptive behaviour composite. A measure of requesting behaviour fell short of statistical significance. The total stress index reduced for treatment group parents and increased for the control group parents (but not significantly). The results of the study are considered to support the efficacy of this treatment approach.