Screening autismu: M-CHAT / Modified Checklist for Autism in Toddlers
Premises and Target GroupThe Modified Checklist for Autism in Toddlers, Revised (M-CHAT/R) is a widely used screening tool designed to identify early signs of autism spectrum disorder (ASD) in toddlers aged 16 to 30 months. It is specifically developed to assess social communication and interaction skills, as well as repetitive behaviors, which are key indicators of ASD. The M-CHAT/R aims to facilitate the early identification of ASD, allowing for timely interventions and support during a critical period of brain development.
Evaluation and MethodologyThe M-CHAT/R is a 20-item screening tool that is administered by parents or caregivers and takes approximately 5 to 10 minutes to complete. It consists of questions that assess a toddler's social communication, interaction, and repetitive behavior patterns. The scale has demonstrated strong psychometric properties and value in identifying toddlers at risk for ASD. It has also shown good reliability and validity through extensive clinical and research-based evaluations, supporting its potential for early identification of toddlers at risk for ASD. The M-CHAT/R provides valuable insights into a toddler's social communication and interaction skills, as well as repetitive behaviors, which are early indicators of ASD. The preliminary data support the validity and reliability of the M-CHAT/R for early identification of toddlers at risk for ASD, with the potential to have a significant impact on child and family outcomes.
Specialist for AssessmentThe M-CHAT/R is a questionnaire filled out by parents or caregivers without the assistance of healthcare professionals. However, experts are proficient in evaluating the results of the M-CHAT/R, enabling the early identification of toddlers at risk for ASD. It is important to note that the M-CHAT/R questionnaire was deliberately created very broadly, resulting in a relatively high false positive test. The test is not detailed enough to differentiate between different neurodevelopmental disorders, only identifying a wider group of children at risk. Prematurely born children often show poor results in the first round of M-CHAT/R due to physiological immaturity, leading to false positives. Therefore, it is recommended to repeat the M-CHAT/R when the child is about 2 years old, when the results are already significantly more accurate. However, due to early detection and regular examination by the pediatrician at 18 months of age, the first round of testing is maintained at the age of approximately 18 months.
Overview of Autism Assessment Tools
Autism is a complex neurodevelopmental disorder that affects communication, social interaction, and behavior. There are various assessment tools available to diagnose autism, including observation, interviews, and standardized tests. One of the more widely used tools is the Modified Checklist for Autism in Toddlers, Revised with Follow-Up (M-CHAT-R/F), which aims to assess risk for Autism Spectrum Disorder (ASD) in toddlers.
- Does your child enjoy being swung, bounced on your knee, etc.? This question assesses the development of the vestibular system, which is responsible for controlling balance and spatial orientation. The affected brain areas include the cerebellum and the brainstem. The persistence of primary reflexes, such as the Moro reflex, may interfere with the infant's ability to enjoy being swung or bounced.
- Does your child take an interest in other children? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the Palmar reflex, may interfere with the infant's ability to take an interest in other children.
- Does your child like climbing on things such as stairs, chairs, or tables? This question assesses the development of gross motor skills and coordination. The affected brain areas include the motor cortex and the cerebellum. The persistence of primary reflexes, such as the Tonic Labyrinthine Reflex (TLR), may interfere with the infant's ability to climb on things.
- Does your child enjoy playing peek-a-boo/hide-and-seek? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the ATNR, may interfere with the infant's ability to play peek-a-boo or hide-and-seek.
- Does your child ever pretend, for example, to talk on the phone or take care of a doll or stuffed animal? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the STNR, may interfere with the infant's ability to pretend play.
- Does your child ever use his/her index finger to point, to ask for something? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the Palmar reflex, may interfere with the infant's ability to point.
- Does your child ever use his/her index finger to point, to indicate interest in something? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the Palmar reflex, may interfere with the infant's ability to point.
- Does your child ever use pretend or make-believe? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the STNR, may interfere with the infant's ability to use pretend or make-believe.
- Does your child ever copy others, especially adults and older children? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the Palmar reflex, may interfere with the infant's ability to copy others.
- Does your child respond when you call his/her name? This question assesses the development of social communication and engagement skills. The affected brain areas include the temporal lobe and the limbic system. The persistence of primary reflexes, such as the Moro reflex, may interfere with the infant's ability to respond to their name.
- If you point at a toy across the room, does your child look at it? This question assesses the development of social communication and engagement skills. The affected brain areas include the temporal lobe and the limbic system. The persistence of primary reflexes, such as the Moro reflex, may interfere with the infant's ability to look at the toy.
- Does your child ever try to attract your attention to his/her own activity? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the Palmar reflex, may interfere with the infant's ability to attract attention.
- Have you ever wondered if your child is deaf? This question assesses the development of the temporal lobe and the limbic system, which are involved in processing auditory information and social and emotional responses.
- Does your child understand what people say? This question assesses the development of the temporal lobe and the limbic system, which are involved in processing auditory information and social and emotional responses.
- Does your child sometimes stare at nothing or wander with no purpose? This question assesses the development of the prefrontal cortex and the limbic system, which are involved in controlling and coordinating social and emotional responses and behaviors.
- Does your child look at your face to check your reaction when faced with something unfamiliar? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the ATNR, may interfere with the infant's ability to check the reaction.
- Does your child look at your face to check your reaction when faced with something amusing? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the ATNR, may interfere with the infant's ability to check the reaction.
- Does your child try to get you to laugh or smile? This question assesses the development of social communication and engagement skills. The affected brain areas include the prefrontal cortex and the limbic system. The persistence of primary reflexes, such as the ATNR, may interfere with the infant's ability to get you to laugh or smile.
- Does your child understand when you are happy or sad? This question assesses the development of the temporal lobe and the limbic system, which are involved in processing auditory information and social and emotional responses.
- Does your child recognize emotions in other people? This question assesses the development of the temporal lobe and the limbic system, which are involved in processing auditory information and social and emotional responses. The persistence of primary reflexes, such as the ATNR, may interfere with the infant's ability to recognize emotions in other people.