Detailed analysis of the Childhood Autism Spectrum Test CAST allows to differentiate clinical subtypes with difficulties in social communication
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate free access to its content. The publication is distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0). The rights of the works published in this journal are property of the author and they are free to distribute and disseminate the same sources as long as he correctly cites the font of publication, these acts are not for commercial purposes and no derivative works are generated.
Main Article Content
Abstract
The Childhood Autism Spectrum Test-CAST (Scott et al., 2012) is a screening test for Asperger syndrome or autism spectrum disorder-grade 1 (ASD1). This study aims to analyze its different dimensions. Methodology: CAST was applied to 254 patients from the Neuropediatric Unit, aged 5 to 16 years, affected by: ASD1 (n = 17); social communication disorder (n = 43); procedural learning disorder (n = 60); attention-deficit/hyperactivity disorder (n = 44); intellectual disability (n = 30) and intellectual disability and epilepsy (n = 60). Results and discussion: with the traditional use of CAST in our clinical sample, 47.1% and 33.75% of false negatives and positives were obtained. A factor analysis of the 31 items of the questionnaire is carried out. A good fit of the data (KMO = 0.65 and MSA = 0.47-0.88), 7 factors are obtained, which explain 63% of the total variance. Reliability and validity are adequate. The discriminant analysis indicates that this new correction and interpretation allows classifying correctly 86.7% of the sample with or without difficulties in the social use of language. The most frequently altered dimensions in each clinical group are detailed. Conclusion: this analysis of CAST provides relevant information for the differential diagnosis of neurodevelopmental disorders.
References
Asociación Americana de Psiquiatría (APA). (2014). Manual diagnóstico y estadístico de los trastornos mentales DSM-5. Madrid: Médica Panamericana.
Auyeung, B., Baron-Cohen, S., Wheelwright, S. y Allison, C. (2008). The autism spectrum quotient: Children’s version (AQchild). Journal of Autism and Developmental Disorders, 38(7), 1230–1240. https://doi.org/10.1007/s10803-007-0504-z
Crespo-Eguílaz, N., Gambra, L. y Magallón, S. (20-23 de junio de 2018). Trastorno de aprendizaje procedimental: concepto, características neuropsicológicas y diagnóstico diferencial. Simposio Trastorno de Aprendizaje Procedimental. Concepto, evaluación e intervención desde un enfoque multidisciplinar. Universidad de La Rioja, Logroño, España.
Crespo-Eguilaz, N., Magallón, S., Sánchez-Carpintero, R. y Narbona, J. (2016). La adaptación al castellano de la Children´s Communication Checklist permite detectar las dificultades en el uso pragmático del lenguaje y diferenciar subtipos clínicos. Revista de Neurologia, 62 (Supl 1), 49-57. https://doi.org/10.33588/rn.62S01.2015526
Crespo-Eguílaz, N. y Narbona, J. (2009). Trastorno de aprendizaje procedimental: características neuropsicológicas. Revista de Neurología, 49 (8), 409-416. https://doi.org/10.33588/rn.4908.2009079
Cornoldi, C., Mammarella, I. C. y Fine, J. G. (2016). Nonverbal learning disabilities. New York: The Guilford Press.
Dunn, L.M. y Dunn, L.M. (1997). PPVT-III: Test de vocabulario en imágenes-Peabody. Circle Pines: American Guidance Service.
Ehlers, S., Gillberg, C, y Wing, L. (1999). A Screening Questionnaire for Asperger Syndrome and Other High-Functioning Autism Spectrum Disorders in School Age Children. Journal of Autism and Developmental Disorders, 29 (2): 129–141. https://doi.org/10.1023/a:1023040610384
García-Nonell, C., Rigau-Ratera, E. y Artigas-Pallarés, J. (2006). Perfil neurocognitivo del trastorno de aprendizaje no verbal. Revista de Neurología, 43(5), 268-274. https://doi.org/10.33588/rn.4305.2005574
Gibson, J., Adams, C., Lockton, E. y Green, J. (2013). Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment. Journal of Child Psychology and Psychiatry, 54, 1186-1197. https://doi.org/10.1111/jcpp.12079
Ghaziuddin, M. (2010). Should the DSM V drop Asperger syndrome? Journal of Autism and Developmental Disorders, 40(9), 1146–1148. https://doi.org/10.1007/s10803-010-0969-z
Gray, K.M. y Tonge, B.J. (10-14 de noviembre de 2002) Screening for autism in young children withd delays. Inaugural World Autism Congress, Melbourne.
Hoekstra, R. A., Bartels, M., Cath, D. C. y Boomsma, D. I. (2008). Factor structure, reliability and criterion validity of the autisms-pectrum quotient (AQ): A study in Dutch population and patient groups. Journal of Autism and Developmental Disorders, 38(8), 1555–1566. https://doi.org/10.1007/s10803-008-0538-x
Kamio, Y. (2007). Early detection of and diagnostic tools for Asperger’s disorder. Nippon Rinsho/Japanese Journal of Clinical Medicine, 65(3), 477–480.
Kopp, S., Beckung, E., y Gillberg, C. (2010). Developmental coordination disorder and other motor control problems in girls with autism spectrum disorder and/or attention-deficit/hyperactivity disorder. Research in Developmental Disabilities, 31(2), 350-361. https://doi.org/10.1016/j.ridd.2009.09.017
Kuenssberg, R. y McKenzie, K. (2011). Confirmatory factor analysis of the Adult Asperger Assessment: The association of symptom domains within a clinical population. Research in Developmental Disabilities, 32(6), 2321–2329. https://doi.org/10.1016/j.ridd.2011.07.034
Lord, C., Rutter, M. y Le Couteur, A. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659-685. https://doi.org/10.1007/BF02172145
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., Bishop, S. L. y Guthrie, W. (2008). ADOS. Escala de observación para el diagnóstico del autismo. Madrid: TEA Ediciones.
Morales‐Hidalgo, P., Roigé‐Castellví, J., Vigil‐Colet, A. y Canals Sans, J. (2017). The childhood autism spectrum test (CAST): Spanish adaptation and validation. Autism Research, 10(9), 1491-1498.
https://doi.org/10.1002/aur.1793
Norbury, C.F. (2014). Practitioner review: social (pragmatic) communication disorder conceptualization, evidence and clinical implications. Journal of Child Psychology and Psychiatry, 55, 204-216. https://doi.org/10.1111/jcpp.12154
O’ Toole, B.I. (2000). Screening for Low Prevalence Disorders. Australian and New Zealand Journal of Psychiatry 34 (Supplement): S39–S46.
Organización Mundial de la Salud. (2018). Clasificación Internacional de las Enfermedades 11ª revisión (CIE-11). Recuperado de https://www.who.int/classifica- tions/icd/en/
Raven, J.C. (2001). Test de matrices progresivas. Madrid: TEA Ediciones.
Robins, D. L., Fein, D., Barton, M. L., y Green, J. A. (2001). The Modified Checklist for Autism in Toddlers: an initial study investigating the early detection of autism and pervasive developmental disorders. Journal of autism and developmental disorders, 31(2), 131-144. https://doi.org/10.1023/a:1010738829569
Rutter, M., Le Couteur, A. y Lord, C. (2011). ADI-R. Entrevista para el diagnóstico del autismo, edición revisada. Madrid: TEA Ediciones.
Scott, F.J, Baron-Cohen, S., Bolton, P. y Brayne C. (2002a). The CAST (Childhood Asperger Syndrome Test). Preliminary development of a UK screen for mainstream primar y-school-age children. Autism, 6(1): 9-31. https://doi.org/10.1177/1362361302006001003
Scott, F. J., Baron-Cohen, S., Bolton, P. y Brayne, C. (2002b). Brief report prevalence of autism spectrum conditions in children aged 5-11 years in Cambridgeshire, UK. Autism, 6(3), 231-237. https://doi.org/10.1177/1362361302006003002
Shuster, J., Perry, A., Bebko, J. y Toplak, M. E. (2013). Review of factor analytic studies examining symptoms of autism spectrum disorders. Journal of Autism and Developmental Disorders, 44(1), 90–110. https://doi.org/10.1007/s10803-013-1854-3
Snow, A. V., Lecavalier, L. y Houts, C. (2009). The structure of the autism diagnostic interview-revised: Diagnostic and phenotypic implications. Journal of Child Psychology and Psychiatry, 50(6), 734–742.
https://doi.org/10.1111/j.1469-7610.2008.02018.x
Sun, X., Allison, C., Auyeung, B., Matthews, F.E., Norton, S., Baron-Cohen, S. y Brayne, C. (2014). Psychometric properties of the Mandarin version of the Childhood Autism Spectrum Test (CAST): an exploratory study. Journal of autism and developmental disorders, 44(7), 1565-1576. https://doi.org/10.1007/s10803-013-2024-3
Vulchanova, M., Djalev, L., Stankova, M., Vulchanov, V. Allison, C. y Barin-Cohen, S. (2016). Factor structure of the Bulgarian CAST (Childhood Autism Spectrum Test). Journal of Intellectual Disability-Diagnosis and Treatment, 4, 117-128.
Williams, D. L., Goldstein, G., Kojkowski, N. y Minshew, N. J. (2008). Do individuals with high functioning autism have the IQ profile associated with nonverbal learning disability? Research in Autism Spectrum Disorders, 2(2), 353-361. https://doi.org/10.1016/j.rasd.2007.08.005
Williams, J., Scott, F., Stott, C., Allison, C., Bolton, P., Baron-Cohen, S. y Brayne, C. (2005). The CAST (childhood asperger syndrome test) test accuracy. Autism, 9(1), 45-68. https://doi.org/10.1177/1362361305049029