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The Multi-Dimensional Scale for Autism and ADHD

The Multi-Dimensional Scale for Autism and ADHD. Rebecca McKenzie. The Multi-Dimensional Scale for Pervasive Developmental Disorder and Attention-Deficit/Hyperactivity Disorder Yasuko Funabiki , Shisei Tei , Toshiya Murai. Pervasive Developmental Disorder:

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The Multi-Dimensional Scale for Autism and ADHD

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  1. The Multi-Dimensional Scale for Autism and ADHD Rebecca McKenzie

  2. The Multi-Dimensional Scale for Pervasive Developmental Disorder and Attention-Deficit/Hyperactivity DisorderYasuko Funabiki, ShiseiTei, Toshiya Murai Pervasive Developmental Disorder: • Pervasive developmental disorder not otherwise specified (PDD-NOS) • Autism • Asperger syndrome • Rett syndrome • Childhood disintegrative disorder (CDD) But Assessment of the Scale carried out with: • Autism • Aspergers • PDDNOS • ADHD

  3. Beyond diagnostic criteria In clinical practice children with ASC and ADHD may have symptoms of the other condition which in effect amount to a dual or secondary diagnosis. Children with ASC and ADHD also often have similar additional symptoms which fall outside of diagnostic criteria e.g. • Sensory difficulties • Disordered sleep

  4. Why is diagnosis not enough? Diagnosis may : • Not reflect individual differences • Not indicate the type or level of support required • Not refer to symptoms which cross diagnostic boundaries or are seen as being secondary

  5. MSPA aims to better describe real symptom profiles on an individual basis. Providing a very simple visual representation of where support is needed and at what level For: • The patient themselves • Parents • Carers • Support staff • Teachers

  6. Who can it be used for? Children over 2 years with: • Pervasive developmental disorder not otherwise specified (PDD-NOS) • Autism • Asperger syndrome • Rett syndrome • Childhood disintegrative disorder (CDD) • ADD/ADHD

  7. Raters Can be: • Psychiatrists • Clinical professionals • Psychiatric social workers • Trained graduate students in medical or education fields e.g. health visitor or SENCo Must have some comparative knowledge of typical development

  8. Background information • Comprehensive information about child’s behaviour from birth from participant, parents, teachers • Documentation, medical/educational records • Interview with child and parent • Observation and/or interaction with the child

  9. Rater completes a questionnaire with 5 point response scale

  10. Scores outside the red line show support is needed and at what level, 5 being extensive support required

  11. 3- TA support in mainstream4- TA/peer support in small group within mainstream on some occasions5- Extensive support, outside of mainstream for most of the time

  12. Issues to consider • Overlap between ASC and ADHD? • Changes to DSM criteria • Sensory and sleep difficulties have tended to be given secondary status • Need to share information with parties who may not be able to access complex reports

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