Angela V Dahiya1, Elizabeth DeLucia2, Christina G McDonnell2, Angela Scarpa2. 1. Virginia Polytechnic Institute and State University, Department of Psychology, 109 Williams Hall, Blacksburg, VA, 24060, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA, 24060, United States. Electronic address: avdahiya@vt.edu. 2. Virginia Polytechnic Institute and State University, Department of Psychology, 109 Williams Hall, Blacksburg, VA, 24060, United States; Virginia Tech Autism Clinic & Center for Autism Research, 3110 Prices Fork Road, Blacksburg, VA, 24060, United States.
Abstract
BACKGROUND: Screening and diagnostic assessments tools for autism spectrum disorder (ASD) are important to administer during childhood to facilitate timely entry into intervention services that can promote developmental outcomes across the lifespan. However, assessment services are not always readily available to families, as they require significant time and resources. Currently, in-person screening and diagnostic assessments for ASD are limited due to the COVID-19 pandemic and will continue to be a concern for situations that limit in-person contact. Thus, it is important to expand the modalities in which child assessments are provided, including the use of technology. AIMS: This systematic review aims to identify technologies that screen or assess for ASD in 0-12 year-old children, summarizing the current state of the field and suggesting future directions. METHODS: An electronic database search was conducted to gather relevant articles to synthesize for this review. OUTCOMES AND RESULTS: 16 studies reported use of novel technology to assess children suspected of ASD. CONCLUSIONS AND IMPLICATIONS: Results strongly supported live-video evaluations, video observations, and online or phone methods, but there is a need for research targeting the feasibility of these methods as it applies to the stay-at-home orders required by the pandemic, and other situations that limit clients from seeing providers in-person.
BACKGROUND: Screening and diagnostic assessments tools for autism spectrum disorder (ASD) are important to administer during childhood to facilitate timely entry into intervention services that can promote developmental outcomes across the lifespan. However, assessment services are not always readily available to families, as they require significant time and resources. Currently, in-person screening and diagnostic assessments for ASD are limited due to the COVID-19 pandemic and will continue to be a concern for situations that limit in-person contact. Thus, it is important to expand the modalities in which child assessments are provided, including the use of technology. AIMS: This systematic review aims to identify technologies that screen or assess for ASD in 0-12 year-old children, summarizing the current state of the field and suggesting future directions. METHODS: An electronic database search was conducted to gather relevant articles to synthesize for this review. OUTCOMES AND RESULTS: 16 studies reported use of novel technology to assess children suspected of ASD. CONCLUSIONS AND IMPLICATIONS: Results strongly supported live-video evaluations, video observations, and online or phone methods, but there is a need for research targeting the feasibility of these methods as it applies to the stay-at-home orders required by the pandemic, and other situations that limit clients from seeing providers in-person.
Authors: Liliana Wagner; Amy S Weitlauf; Jeffrey Hine; Laura L Corona; Anna F Berman; Amy Nicholson; William Allen; Michelle Black; Zachary Warren Journal: J Autism Dev Disord Date: 2021-06-04