assessment and formulation - acamh...2018/10/11 · l development of more asd-specific assessment...
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Assessment and Formulation
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Optimal assessment procedures
l Triangulateassessmentifpossible,usingparent,teacher(orother)andselfreport
l Behaviouralmeasures–obtainbaselinemeasureoffunction
l Mixedevidencesofaraboutparent-childagreement(Mazefsky2011,Blakeley-Smith2011,White2011)
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Assessment tools
l Clinicalinterview/structuredinterviewschedules:ADIS-C,CAPA,KiddieSADS–noneadaptedforASD
l Self-reportmeasures(parent/teacherversionsavailableforsome):BeckYouthInventory,Spence,MASC,RCADS–againnotadaptedornormedforASD
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Reviews of anxiety assessment in ASD
• Groundhuis et al 2012
• Lecavalier et al 2014 Appropriate (with conditions)
ADIS-C, MASC, CASI-4R, PARS Potentially appropriate
SCARED, ADAMS, RCADS Not appropriate
RCMAS, NCBRF, CBCL
See Hallet et al 2013, Sterling et al, 2015
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Wigham and McConachie (2014) review
l Of8tools,onlytheSCAS,RCADSandSCAREDwereconsideredtoberobusttoolsintermsofmeasurementproperties
l Fewstudiesusingthesetoolsconsidercontentvalidity–iearetheitemsvalidforchildrenwithASD?Arewemeasuringwhatwethinkwe’remeasuring?
l ConfirmatoryfactoranalysisfailedtosupporttheoriginalfactorsoftheparentratedSpenceChildren’sAnxietyScale-ParentVersion(Magiatietal.(2017)
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Challenges for measuring anxiety in ASD (see Lecavalier 2014)
• Unpicking anxiety vs autism symptoms (e.g. do the rituals cause distress?)
• Language, IQ and self-report
• Unique presentation of anxiety in ASD
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http://www.autismsciencefoundation.org/news/autism-science-foundation-announces-2014-research-enhancement-grant-recipients
• Kerns et al 2016
• Adapting ADIS-C to include questions, probes and clinician-rated probes • To facilitate differential diagnosis of anxiety and
ASD • To capture unconventional or ambiguous anxiety-
like behaviour
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Anxiety Scale for children with autism (Rodgers et al, 2016)
l AdaptedversionoftheRCADSl TheAnxietyScaleforChildren-ASD(ASC-ASD©)isa24item
self-reportanxietyquestionnaire,withfoursub-scales:SeparationAnxiety(SA),Uncertainty(U),PerformanceAnxiety(PA)andAnxiousArousal(AA),forusewithyoungpeopleagedbetween8-16yearswithadiagnosisofautismspectrumdisorder(ASD).
l Nonormsasyetbutrecommendedclinicalcut-offof24l Freetodownload
https://research.ncl.ac.uk/neurodisability/leafletsandmeasures/anxietyscaleforchildren-asd/
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Other measures
l Intoleranceofuncertainty?l IUS-CandIUS-P
l Cognitiveflexibility?l BRIEF,FlexibilityScale
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Other measures
l Alexithymial Torontoalexithymiascale(TAS-20)l Children’sAlexithymiascale(CAM)l ThewayIfeel(basedontheTAS-20)
l Emotion regulation
l Emotional Dysregulation Inventory (EDI) (Mazefsky et al., 2018)
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Challenges of measuring depression in ASD (see Magnuson & Constantino, 2011)
l Validity of self-report (e.g. language, alexithymia + self-awareness)
l Overlapping symptoms between
depression and ASD (e.g. increased stereotypic behaviour)
l Low functioning individuals
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Depression assessment in ASD (see Magnuson & Constantino, 2011)
l Outward behaviour changes (e.g SIB as a
proxi for negative self-view) l Atypical affective changes (e.g. aggression,
irritability, labile moods) l Change in autistic symptomatology
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Assessment of risk factors for depression
l Social and self-awareness l Peer relationships esp. bullying
l Environmental & social stressors
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Mental state (Dr Osman Malik)
l Thementalstateexamination(MSE)isastructuredwayofobservinganddescribingapatient'scurrentstateofmind,underthedomainsofappearance,behaviour,mood,affect,speech,thoughtprocess,thoughtcontent,perception,cognitionandinsight.
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Assess:
l Appearance:dress(dishevelled,‘quirky’,inappropriatefortemperature),self-care,hygiene,alertness
l Behaviour:Agitation,Psychomotorslowing,hyperactivity,compliance,eye-contact,repetitive/ritualisticbehaviours,habits,self-injuriousbehaviour
l Affect:Facialexpression,eyecontact,congruence,reactions(overtorunder–emotionalblunting),flatness,
l Mood:Subjective/objective,anhedonia,apathy,motivation,suicidalthoughts/plans,referencestofutureactivities/plans
l Speech:rate,tone,volume,flightofideas,mutism,l Thoughts:coherence,consistency,talkingpastthepoint,
depressedcognitions,obsessionalthoughts,rumination
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Mental state ctd…..
l Delusions,hallucinationsl Otherunusualsensoryexperiences(déjàvu,jamaisvu,depersonalisation,derealisation,intrusiveimagery)
l Levelofinsightintotheproblem
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For ASD…
l Measurementofadaptiveandintellectualfunctionmayalsobecrucial,toputtheaboveintothecontextofthechild’sability
l ABASorVinelandforadaptivefunction
l Wechslerforintellectualfunction
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General tips on assessment
l Multidisciplinaryapproachl Structuredhistorywherepossiblel Prolongedassessment:Observationindifferentsettings,
withdifferentpeoplel Corroborativeinformationl Ruleoutotherexplanationsforchangesinpresentationl Don’tunderestimatethechildoryoungpersonl Atthesametime,donotassumetheyunderstand
withoutcheckingandconfirmingasmuchasispossible
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Functional assessment
l Getagoodbaseline:l Frequencyl Durationl Intensityl Identifyantecedentsandconsequences–essentialfor
identifyingtriggersandmaintainingfactors
l Measures–QABF-Attention,Escape,Physical,Tangible,andNonsocial
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Example function of a behaviour
l LJhitshismothereverytimeheispreventedfromusingtheinternet.Graduallyhismotherlosesthewilltorestrictinternetuse.
l LAhasmeltdownsafterabouttenminuteswhentakenoutshopping.EventuallyherparentsgoshoppingalonewhileoneofthemstaysathomewithLA.
l Whatisthechildcommunicating,whatisamoreadaptivereactionorbehaviourthatcouldbetaught?
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Formulation
l Whyisitimportant?l Broader,moredetailedandmoreindividualthan
diagnosisl Allowsforcollaborativesharingl Clarifiesthemaintainingfactorsandgoalsfortherapyl Allowsfortestingofhypotheses
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A typical CBT formulation
l Vulnerabilityfactorsl Precipitatingfactorsl Triggersforthepresentingprobleml Currentprobleminfoursystems:behavioural,cognitive(NATS,dysfunctionalassumptions),physiological,affect
l Maintainingfactorsl Externalstressors(economic,social,environmental)
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A typical CBT formulation....
l Isoftenguidedbyatheoreticalmodel,aswellasindividualassessmentinformation
l E.g.OCD,PTSD,GAD
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A detailed developmental formulation (Carr, 2000)
l Predisposing(vulnerability)factors:personal(biological,psychological)andcontextual(familyproblems,earlystresses,parentingfactors)
l Precipitatingfactors:e.g.divorce,changingschool,lossoffriendships,bullyingPerpetuating(maintaining)factors:biological,psychological,systemicfactors,parentingfactors,socialnetworkfactors
l Personalandcontextualprotectivefactors
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WhatmightanASD-specificformulationlooklike?
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Common ASD-Predisposing factors
l Personalpredisposingfactors:diagnosisofASD,temperament,emotionaldysregulation,geneticvulnerability,IQ
l Contextualpredisposingfactors:over-protectiveparentingstyle,inappropriateearlyeducationalplacements
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Common ASD-specific triggers
l Changeinroutinel Misperceptions/misunderstandingsl Sensorysensitivities
l Aswellasmoretypicaltriggers
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Common ASD maintaining factors
l Personal:continuingcyclesofemotionaldysregulation,intrinsiccognitiveprocessingstyle(ToM,poorglobalprocessing,rigidity),dysfunctionalcopingstrategies
l Contextual:inadvertentparental/systemicreinforcementofbehaviour,inconsistentoroverinvolvedparenting,highfamilystress
l Social:inappropriateeducationalplacement,socialisolationandpeerrejection
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Protective factors
l Personal:easytemperament,absenceofchallengingbehaviour,goodverbalreasoningskills,insight,motivatedtochange,cognitiveflexibility,opennesstonewideas
l Contextual:supportiveschoolenvironment,goodhome-schoolcommunication,supportivefamilyenvironment,calmconsistentparentingstyle,highparentalself-efficacyandself-esteem,goodunderstandingofASD,friendships
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Underlying beliefs may not always be obvious or fit into a model
Situation Typical underlying beliefs
Atypical underlying beliefs
Fear of detentions
fear of negative evaluation
Detentions involve litter duty ..germs…’I’ll get ill if I have a detention’’
Fear of separation
fear of something bad happening to self or parent
“I wont know what to say”
Elaborate OCD rituals
Prevention of harm
to get rid of the smell of school (no harm beliefs, just sensory sensitivity)
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Early experiences Social isolation, people thinking I was being rude, getting angry with me
(Possible) Core beliefs ‘I feel inferior to other people’ ‘being disinterested in people is good’ (ie safer)
Trigger
Being asked out for a drink, performing, daily experiences at college
Activates fear of social situations Feeling Thought
lonely, stressed ‘they’re judging me’ ‘they wont like me anyway, no point trying’ Images/memories of being bullied
Behaviour Reject invitation, avoid eye contact, keep self to self
Example formulation
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Future directions for research
l DevelopmentofmoreASD-specificassessmenttools(e.g.depression)l Useobjectivemeasuresofanxiety,suchasphysiologicalarousal(GSR,
heartrate)andattentionalbiastovalidatediagnosisl Morelongitudinalresearchl Furtherresearchonpsychologicalprocessingandtherelationshipto
anxietyl Neuroanatomyandneurobiology