Cluster analysis of teachers report for identifying symptoms of autism spectrum and/or attention deficit hyperactivity in school population: EPINED study

Identificador:  imarina:9438338

Handle: https://hdl.handle.net/20.500.11797/imarina9438338

Autores:  Kaur, Sharanpreet; Morales-Hidalgo, Paula; Voltas, Nuria; Canals-Sans, Josefa

Resumen:
An early detection of Neurodevelopmental Disorders (NDDs) is crucial for their prognosis; however, the clinical heterogeneity of some disorders, such as autism spectrum disorder (ASD) or attention-deficit hyperactivity disorder (ADHD) is an obstacle to accurate diagnoses in children. In order to facilitate the screening process, the current study aimed to identify symptom-based clusters among a community-based sample of preschool and school-aged children, using behavioral characteristics reported by teachers. A total of 6894 children were assessed on four key variables: social communication differences, restricted behavior patterns, restless-impulsiveness, and emotional lability (pre-schoolers) or inattention and hyperactivity-impulsivity (school-aged). From these behavioral profiles, four clusters were identified for each age group. A cluster of ASD + ADHD and others including children with no pathology was clearly identified, whereas two other clusters were characterized by subthreshold ASD and/or ADHD symptoms. In the school-age children, the presence of ADHD was consistently observed with ASD patterns. In pre-schoolers, teachers were more proficient at identifying children who received a diagnosis for either ASD and/or ADHD from an early stage. Considering the significance of early detection and intervention of NDDs, teachers' insights are important. Therefore, promptly identifying subthreshold symptoms in children can help to minimize consequences in social and academic functioning. It is crucial to efficiently detect and diagnose Autism and attention-deficient hyperactivity disorder from an early stage. Children presenting mild symptoms are often missed, causing delays in diagnosis and treatment. The results of this study demonstrate that teachers can spot these subtle signs in their daily interaction and help identify sub-clinical symptoms, thus providing insight for early assessment and diagnosis.