Standardized Instruments

Professor David Skuse discusses the importance of having standardized instruments when assessing clinical disorders such as autism.

Well many years ago, before we could agree what autism was, there were many different ways of measuring it. And, of course, if there are many different ways of measuring it, we had no way of knowing whether somebody who was doing a study on autism in, say, New York was measuring the same thing as somebody who was doing a study on autism in London. This is a huge problem, not just for autism I may say, but also for a variety of psychiatric disorders. For example, you could be cured of schizophrenia in the 1970s by flying from New York to London because what was called schizophrenia in New York was not called schizophrenia in London. Now, psychiatrists have agreed what we call schizophrenia, they’ve agreed what we call bipolar disorder, and indeed pretty well with all other psychiatric conditions we’ve got transatlantic agreement and those measures, are in fact agreed upon all around the world.

autism, diagnosis, diagnostic, system, autism, standardize, instrument, clinical, psychiatric, cognitive, disorder, david, skuse,

Related Content

1127. Autism - an Epidemic?

Professor David Skuse discusses the rise in autism diagnosis, which does not appear to relate to toxins, immunizations, or allergies.

  • ID: 1127
  • Source: G2C

1130. Autism - Gender Ratio

Professor David Skuse explains that autism is more common in boys than girls.

  • ID: 1130
  • Source: G2C

1354. Autism (lesson)

Students learn about the symptoms associated with autism, explore the nature of 'normal' behavior, and can design a quasi-experiment to test a hypothesis about autism.

  • ID: 1354
  • Source: G2C

884. Background to Autism

Autism is a disorder in brain development that becomes apparent in earliest childhood. It is defined by problems in socialization, communication, and repetitive behaviors.

  • ID: 884
  • Source: G2C

876. Autism Boundaries

Professor David Skuse discusses the importance of identifying autism symptoms. Failing to diagnose the disorder can disrupt their social and educational attainments.

  • ID: 876
  • Source: G2C

1268. Autism Prevalence

Professor David Skuse explains that although it is difficult to calculate the exact proportion of individuals with autism, estimates put the figure at about 0.6 percent.

  • ID: 1268
  • Source: G2C

1092. Multiple Genes for Autism

Professor David Skuse explains that it is highly probable that many different genes cause autism, with each gene contributing a small part to the symptomatology.

  • ID: 1092
  • Source: G2C

1975. Autism

An overview of autism-related content on Genes to Cognition Online.

  • ID: 1975
  • Source: G2C

1264. Distinguishing Autism from 'Normal' Behavior (1)

Professor David Skuse explains that symptoms of autism are not precisely distinct from 'normal' behavior.

  • ID: 1264
  • Source: G2C

1272. Amygdala Dysfunction in Autism

Professor David Skuse discusses research that highlights the amygdala as a brain structure that may be impaired in autism.

  • ID: 1272
  • Source: G2C