Downloads Ados Manual Pdf
Monday, July 12, 2021
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Test Review: Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) Manual (Part II): Toddler Module
Test Description
The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2; Lord, Luyster, Gotham, & Guthrie, 2012; Lord, Rutter et al., 2012) is a newly updated, semistructured, standardized mea-sure of communication, social interaction, play/imagination, and restricted and/or repetitive behav-iors published by Western Psychological Services. Used in clinical and research settings, the ADOS-2 is often referred to as the “gold standard” measure of observational assessment for autism spectrum disorder (ASD; Kanne, Randolph, & Farmer, 2008). It is a Level C measure that can be administered and interpreted by appropriately credentialed professionals from medicine, psychol-ogy, or a related discipline in approximately 40 to 60 min, depending on the module selected and the specific behavior demonstrated by the examinee. Extensive prior experience with individuals with ASD is strongly recommended, and administrators must have completed clinical training pro-vided by an independent trainer or through the test publisher.
The ADOS-2 kit is a large container consisting of most of the required toy items and materials (some materials must be supplied and replenished by the examiner), and 10 protocols for each of the 5 modules. The manual is expansive and well laid out, beginning with an overview of the measure, guidelines for module selection, administration and coding procedures, instructions for each module, and case examples to assist with interpretation.
The ADOS-2 was designed to improve the accuracy and effectiveness of the diagnostic algorithms of the original ADOS (Lord, Rutter, DiLavoire, & Risi, 1999). Specific changes include revision and expansion of the diagnostic algorithms used in Modules 1 to 3 and the addition of a Toddler Module. A new comparison score in Modules 1 through 3 was added to allow for comparability over time. Minor modifications to the administration instructions for some tasks were also made; however, experienced ADOS administrators will notice that the majority of the administrative procedures remain identical to the previous version of the measure. The protocols have also been updated to include an enhanced description of administration and the behavior(s) being observed.
The specific activities and subsequent behavioral coding within each module differ; however, there is some overlap and the general administration and scoring principles remain consistent. Administration necessitates delivery of specific tasks in a semistructured manner whereby exam-iners deliberately modify their behavior according to a hierarchy of structured and unstructured social presses and observe the examinee’s behaviors in response. Administration of tasks is flex-ible and does not have to follow a set sequence. Behavioral and language observations should be noted throughout the administration, particularly regarding social and communicative behaviors related to ASD diagnostic criteria. The tasks are standardized in that examiners are provided instructions regarding task administration and the hierarchy of behaviors to be employed. The tasks are designed to provide structure to the interactions between the examiner and examinee and should not be robotically administered without regard for the nature of the interactions. Coding should occur directly following the administration using the behavioral notes taken by the examiner. A parent/caregiver who is familiar with the child must be present in the room dur-ing administration of the Toddler Module, Module 1, and Module 2.
The ADOS-2 kit is a large container consisting of most of the required toy items and materials (some materials must be supplied and replenished by the examiner), and 10 protocols for each of the 5 modules. The manual is expansive and well laid out, beginning with an overview of the measure, guidelines for module selection, administration and coding procedures, instructions for each module, and case examples to assist with interpretation.
Measure Development
The ADOS-2 was designed to improve the accuracy and effectiveness of the diagnostic algorithms of the original ADOS (Lord, Rutter, DiLavoire, & Risi, 1999). Specific changes include revision and expansion of the diagnostic algorithms used in Modules 1 to 3 and the addition of a Toddler Module. A new comparison score in Modules 1 through 3 was added to allow for comparability over time. Minor modifications to the administration instructions for some tasks were also made; however, experienced ADOS administrators will notice that the majority of the administrative procedures remain identical to the previous version of the measure. The protocols have also been updated to include an enhanced description of administration and the behavior(s) being observed.
Administration and Scoring
General Description and Administration
The ADOS-2 is designed to be individually administered by one examiner. It consists of five modules, the selection of which is based primarily on the examinee’s expressive language level as determined by formal language assessment and/or observation by the examiner, and second-arily on their chronological age and/or relevance of tasks to the examinee’s interests and abilities. Each module consists of specified tasks designed to elicit communicative, social, and behavioral characteristics consistent with ASD. The format of the ADOS-2 differs from the majority of other standardized assessment measures in that the assessment is dynamic and examiners should not constantly refer to the manual during administration so that social interaction with the examinee is natural and maintained.The specific activities and subsequent behavioral coding within each module differ; however, there is some overlap and the general administration and scoring principles remain consistent. Administration necessitates delivery of specific tasks in a semistructured manner whereby exam-iners deliberately modify their behavior according to a hierarchy of structured and unstructured social presses and observe the examinee’s behaviors in response. Administration of tasks is flex-ible and does not have to follow a set sequence. Behavioral and language observations should be noted throughout the administration, particularly regarding social and communicative behaviors related to ASD diagnostic criteria. The tasks are standardized in that examiners are provided instructions regarding task administration and the hierarchy of behaviors to be employed. The tasks are designed to provide structure to the interactions between the examiner and examinee and should not be robotically administered without regard for the nature of the interactions. Coding should occur directly following the administration using the behavioral notes taken by the examiner. A parent/caregiver who is familiar with the child must be present in the room dur-ing administration of the Toddler Module, Module 1, and Module 2.
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