February 17, 2022
9:00 a.m. to 3:30 p.m.
The ADOS-2 toddler module may be used on children between the ages of 12 and 30 months of age. This workshop will use a lecture format and video demonstrations to introduce the basic principles of administering and scoring the ADOS-2 toddler module. This training is free for Montana public school educators. Six OPI renewal units are available for this training.
Attendees must have previously completed training in the administration of the ADOS-2.
Virtual Training – December 10th. 9:00 a.m. – 3:30 p.m.
This is a one-day review of the Autism Diagnostic Observation Scale complete with scoring practice and practical question review. This training is available only for Montana public school educators who have previously completed a two-day ADOS administration training.
Registration for this training has closed.
Background: Children with autism spectrum disorder (ASD) share some symptoms with children with other neurodevelopmental disorders (ie, intellectual disability or communication disorders or language disorders). These similarities can make difficult to obtain an accurate diagnosis, which is essential to give targeted treatments to the patients. We aim to verify in our study if children with autistic traits who undergo to Autism Diagnostic Observation Schedule had specific clinical diagnosis.
Patients and Methods: We selected 73 children tested with ADOS-G or ADOS-2, for the presence of autistic symptoms. The whole sample did not reach the cut-off of ADOS and did not receive the ASD diagnosis, according to DSM-5.
Results: Results of this study showed that in order of frequency and early diagnosis, communication disorders (CD), mild intellectual disability (mID) and the attention deficit hyperactivity disorders (ADHD) represent the most common final clinical diagnosis in children with autistic traits.
Conclusion: Our results showed as the CD was the common diagnosis of these children and that often associated with younger age. Moreover, analyses of ADOS domains and the difference of individual items between groups did not show the capacity to differentiate between different neurodevelopmental disorders in terms of differential diagnosis, and this confirms the need for integrating multiple sources of information during the diagnostic process.