Hello guys! I'm happy to see you all back to witness the part 2 of my adventure at SARRC. This week seemed to be a lot like my first week at SARRC, but at a max level of 9000. On Wednesday, I completed my intern work of the week by inputting more CSBS DP checklists in SARRC's computer database, adding the child's background data and scores on the test as well as any contact information required. I had to go through a multitude of packets from different locations that had a huge stack of CSBS checklists for each child, which I had to sort and input their information on my computer.
Here was my work station of the day (there were more stacks on the floor) :
If you didn't know, the CSBS DP (Communication and Symbolic Behavior Scales Development Profile) has been used to examine the child's development at a specific ages to identify if there are any cognitive or mental delays during certain stages of development. Many of the behaviors that develop before a child can talk may indicate whether or not a child, in the future, will have difficulty in talking. Like in the section that indicates Communication skills, one of the questions ask, "Does your child let you know that he/she needs help or wants an object out of reach?" On the side of the question, there is a rating of how often a child may perform the specific action, ranging from: Not yet, Sometimes, or Often. Depending on the score they get on this checklist, a pediatrician can refer a child to SARRC to go through a series of cognitive tests to properly diagnose the child.
Here is what the checklist looked like (sorry if you can't read it):
Here is where my second adventure began. On Thursday, I had the privilege to look through a series of videos that showed different children performing specific tests to assess their cognitive abilities as well as specific social behaviors. I had to sort and label these videos, which was quite a long process; however, I was able to learn more about the specifics of what they did during these sessions. I learned about the Mullen Scales of Early Learning Test as well as the ADOS Test (or the Autism Diagnostic Observation Schedule) that helped indicate whether a child was struggling in a certain aspect of mental development and behavior. They did tests with shapes, numbers, pretend play, building blocks, etc. Every video was so cute and adorable because they were so happy and full of life (Sometimes not so much when they're screaming). Though it took a while to go through all the videos, I learned a lot more about the different qualifications that a child must perform during each stage of mental growth and development.
This week was quite tiring to say the least, but one that gave me more insight in the specifics of what to look for when diagnosing autism. I want to thank you guys again for checking out my blog. I hope you learned a little more of what I'm doing, and I hope that I'll show you guys something new each week.
What a information-full week you had, Robert! It's so interesting to read about all the behaviors one has to learn by a certain stage. With an autistic child, do they often struggle more in mental or behavioral development (or in both equally)? What are examples of some areas that they have difficulty in within these two categories? Thanks for another great post!
ReplyDeleteHi Kiri! Thanks for commenting!
DeleteSo what I found in the videos, is that each individual child is different. Some are still struggling to form coherent sentences, and others are struggling to fulfill the cognitive tasks from the tests they do in the facility. It really depends on the environment they were raised in and the age of where they are developing because children grow an learn in different ways. Some examples, if you remember in AP Psych last year, is the object permanence test, which determine if the child understand that an object is still there if the object is covered with a blanket or something. This was on that I feel some of the children struggled on a little bit, but some did jut fine.
Thanks for commenting again Kiri!
It sounds like you got to do a lot this week. This is actually very helpful when learning the basics of how a study goes, so thank you for that. When you watch the videos of the kids, you seemed to make them sound like normal kids. How can you tell that a child has autism? I can't wait to hear more about this.
ReplyDeleteHi Olivia! Thank you for commenting on my blog!
DeleteThe thing is that they all are pretty much normal kids. At SARRC, we're trying to diagnose these children in order to assess whether they may have or may develop autism in the future. By doing all these tests, we can identify whether these developmental drawbacks are just a sign for slow development or possibly autism. The test they do at the facility, like the Mullen or the ADOS, are great ways to identify the criteria that is considered autism.
Thanks for commenting Olivia!
Hi Robert, I am extremely impressed you have accomplished and learned so much in only 2 weeks of your project. I'm intrigued by the specific skills and behaviors that a normal child usually learns by a certain age. But, how accurate are the tests that the children take? Is it possible that maybe the child is just a slow learner? Thank you and best of luck on the rest of your project. I'm very excited to read your post next week!
ReplyDeleteHi Olivia! Thanks for commenting!
DeleteIt is very true that during the tests that many of the children can be developing at slow rate. For this reason, some of these children, if the pediatricians are unsure, are taken to be tested again at a different age where it is more apparent. Additionally, the tests come in different modules that adapt to the developing age of the child, so there will be more indication in the future.
Thanks for commenting Olivia!
I am also curious to know how accurate exactly the tests are in determining when a child has autism. Are there any statistics for errors or accuracy that you thought were interesting? Or is it like increasing the sample size for an experiment to get more accurate results, so completing multiple tests and coming to a more accurate conclusion? From what I can tell, the questions and tests are pretty specific. I look forward to your new findings!
ReplyDeleteHi Fajr! Thanks for commenting on my post!
DeleteThat is exactly it! It is important that these doctors acquire a larger sample size for the test to be more accurate. However, many studies have been conducted that justify the experiments accuracy in conducting data from each individual child.
Thanks for the comment Fajr!
Hi Robert, the whole diagnosis of autism is very interesting, and I am also curious about the accuracy. The series of cognitive exams that SAARC does seems pretty accurate, but I am curious as to whether they can be wrong in diagnosis. So far nice job on your research project. It gets more interesting each week. How are the different qualifications for diagnosis chosen, and why do doctors have these qualifications specifically?
ReplyDeleteHi Joanna! Thanks for the question!
DeleteThe qualifications are chosen based on the developmental stages that a child will go through when growing naturally. Basically, the main stepping stones that indicate that a child is growing up, like being able to understand that an object under blanket is still present. The diagnosis of a child can be wrong, but that is why they sometimes child maybe twice or more, depending on how difficult it is to assess the client.
Thank you for your comment Joanna!
Hey Robert! I empathize with your migrating work station; I was put at someone else's desk and then moved to a table as well. It sounds like you've had a busy week! I was hoping you could expand on the Mullen Scales of Early Learning Test and the ADOS Test. How are they different from each other and the other tests you have mentioned? Can't wait to hear more!
ReplyDeleteHi Sarah! Thanks for your interest in my project! These are the two tests that I momentarily know about, but I'm sure there are more that I'm unaware about.
DeleteIn short, the Mullen Scales of Early Learning is used to test a child's basic cognitive and motor skills that are important in indicating proper development. But, the ADOS (or Autism Diagnostic Observation Schedule) is used to show any indications of autism, testing the child on social interacting and certain basic behaviors.
Thanks for the comment Sarah!
Nice to hear that you've learned more things for the project!
ReplyDeleteJust out of curiosity, for the CSBS DP checklist, how is calculated to determine whether one has Autism or not? There are several different categories on the sheet, but are some categories more important than others when diagnosing one with Autism, or are they all weighted the same?
Good luck for next week!
Hi Sachin! Thanks for the interesting question!
DeleteThe CSBS DP checklist itself does not assess whether a child has autism or not. It's merely an indication that the child may have some developing drawbacks, and can be referred to SARRC to be tested. This is where the tests like the Mullen and the ADOS help to actually diagnose if there are possibility of the child getting autism.
And actually there is one section on the checklist that can be overlooked. The section marked by words and sound (which is the speech section) is one that weighs less than the others because the level of speech a child may have at any age can vary so much that it'll be hard to assess. So if they fail in that section alone but pass every other category, the child can still pass the test.
Thanks for the comment Sachin!
It sounds really cool that you are getting to better understand the diagnosis aspect of helping children with autism.
ReplyDeleteI was curious, is your job there mostly inputing the data, or are you also shadowing people who work there?
Also, could you explain a little more about how ADOS tests work?
Thanks for posting!
Hi Serena! Thanks for commenting on my blog!
DeleteAs of now I've been only inputting data in computers and filing CSBS checklists. But watching the videos (that I had to label) was basically what I would've seen if I were to sit in and shadow the people that worked here. I need to get notarized first before I can really do anything, so that's a reason I haven't been in a session at a real setting yet.
And the ADOS is really interesting. I watched some of the videos they recorded of the sessions when assessing the children. This test is to assess more on the social behaviors of the child to indicate if they have trouble in interacting or playing with others. They basically set up room with toys, and see what the child will do with them. There is more to it, but I have yet to see the ADOS Module packet. Hopefully I can ask to snag one to show you guys!
Thanks for commenting Serena!
It sounds like you had a productive week! How you were you labeling the videos based on what? Also were the videos based on any special behaviors?
ReplyDeleteHi Mary! Thanks for commenting on my blog!
DeleteThe labels consisted of the clients name in some weird short hand form, the date the test was taken, and the test that was done.
For an example (with my name): ROPA Mullen 2.2.17 ASD Screen
That's basically how it would look like. The first few letters are the first two letters in my first and last name combined (so yours would be MACA). Additionally, I had to file each one based on the month it was taken, so basically a bunch of folders of every month. The videos were basically just assessments of a child's development; nothing to indicate special behaviors.
Thanks for the comment Mary!
It seems like you're already learning quite a bit! I appreciate that you posted the checklist. Did you notice any correlation between the checklist and the videos?
ReplyDeleteHi Mr. Witz! Thanks for commenting on my blog!
DeleteThe checklist was a great indication of whether a child would struggle on certain areas of the tests done in the video. For instance, if a child failed the understanding symbols section, then they had problems placing shapes in the proper fitting holes. Though I haven't seen it yet, there are probably cases where the checklist does not correlate to what occurs during the tests because the checklist is only a spoken account from the parents. And sometimes the parents' assessment of their child can be incorrect, but that is just human error.
Thanks for commenting on my blog Mr. Witz!
Hi Robert! It's interesting to see what signs in young children could point to autism (if you look at the "understanding" section only, then cats might give a false positive). I understand how most of the sections are related to social interactions, but how is "object use" related to social interactions? Or does incorrect object just usually accompany impaired social interactions?
ReplyDeleteHi Maurice! Thanks for commenting on my blog! Your humor never ceases to amaze me!
DeleteAs for your question, the section marked by "object use" is under the section that helps identify if there are any developmental drawbacks in the child, which is a criteria for having autism. The "object use" section itself does not correlate to having problems socially interacting, but having this developmental drawback may test for autism which can correlate to social interaction problems.
Thanks for the comment Maurice!
I bet SARRC sure is happy to have you input all of that data! Looks very time intensive. Was there anything you found particularly surprising about the different behaviors that the CSBS BP looks for?
ReplyDeleteHi Ms. Conner! It is quite a lot of work, but worth all of it at the end.
DeleteWhat surprises me the most may be so simple but true. I never really expected how detailed and specific the CSBS DP would be in assessing the parents' understanding of their own children. Like if I'm an a parent, I would never be able to tell if my child would do specific things just to make me laugh (one of the criteria in the assessment).
Thanks for the comment Ms. Conner!