Michelle Heyman, Megan Ledoux Galligan, Giselle Berenice Salinas, Elizabeth Baker, Jan Blacher and Katherine Stavropoulos
Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate…
Abstract
Purpose
Professionals working with community populations are often presented with complicated cases where it is difficult to determine which diagnosis or diagnoses are appropriate. Differentiating among neurodevelopmental disorders such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder and intellectual disability can be a complex process, especially, as these disorders have some overlapping symptoms and often co-occur in young children. This series of case studies aims to present commonly overlapping symptoms in children who present to clinics with developmental concerns.
Design/methodology/approach
This paper presents three case studies that were completed at a free community ASD screening clinic in Southern California.
Findings
The case studies have common presenting behaviors and symptoms (e.g. social communication difficulties) that often co-occur across diagnoses; explanations for the final diagnoses are given in each case.
Research limitations/implications
Conclusions from these three cases cannot generalize to all children being seen in clinics for neurodevelopmental concerns.
Practical implications
This series of case studies highlights commonly overlapping symptoms in children who present for differential diagnosis with social and/or behavioral concerns. Implications for educational placement and intervention are discussed.
Social implications
These cases highlight the challenges involved in the differential and dual diagnostic process for young children with developmental concerns. Diagnostic considerations can affect later educational placement and opportunities for socialization.
Originality/value
This series of case studies provide practical information for clinicians about how to effectively differentiate between commonly occurring neurodevelopmental disorders, particularly given recent changes to the Diagnostic and Statistical Manual, 5th edition (DSM-5).
Details
Keywords
Molly K. Buren, Austin H. Johnson, Daniel M. Maggin, Bhawandeep K. Bains, Megan R. Ledoux Galligan and Lauren K. Couch
Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the…
Abstract
Evidence-based practice is an essential component of special education and provides a framework for promoting the use of research to inform policy and practice. Despite the importance of evidence-based practice to special education, the research-to-practice gap remains a persistent challenge to the successful dissemination of effective, research-based practices. Given the underuse of research in special education, the next big thing in evidence-based special education is to develop effective mechanisms for disseminating research and practice. The purpose of this paper is, therefore, to introduce research utilization as a concept to special education and present a preliminary analysis on special education teacher perceptions of research. Results suggest that special education teachers value evidence-based practice but remain unsure of their skills to distinguish between studies with more and less rigorous methods. Moreover, we found that special education teachers tended to use sources with lower self-reported ratings of trustworthiness, such as social media and teacher exchange websites, due to time efficiency and accessibility. Respondents provided recommendations for ameliorating the research-to-practice gap and increasing the usability of research overall.