INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Majestic Complex (Posters 61-120) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #73 Analysis of the Overlap Between Parent, Teacher, and Self-Reports Using the CBRS in OCD and ASD Populations Nathan Palladino, Wheaton College, Wheaton, United States Whitman Kent, Wheaton College, Wheaton, United States Ben Wenzel, Wheaton College, Wheaton, United States Emilie Clark, Wheaton College, Wheaton, United States Kati Shepardson, Wheaton College, Wheaton, United States Lisa Naatz, Wheaton College, Wheaton, United States Ben Pyykkonen, Wheaton College, Wheaton, United States Category: Autism Spectrum Disorders/Developmental Disorders/Intellectual Disability Keyword 1: autism spectrum disorder Keyword 2: obsessive-compulsive disorder Keyword 3: pediatric neuropsychology Objective: Extant research shows that differentiating obsessive-compulsive disorder (OCD) from autism spectrum disorder (ASD) can be challenging because of their common symptom overlap, particularly restricted repetitive behaviors and social difficulties (Lewin et. al, 2011; Kushki et al., 2019; Cath et al., 2007). Evidence suggests that the Conners Comprehensive Behavior Rating Scales (CBRS) are capable of assessing both OCD and ASD using parent, teacher, and self-report forms (Conners, 2008; Conners, 2014). The present study seeks to build on current research through examining the overlap between OCD and ASD in pediatric populations utilizing the CBRS by exploring the relationship between teacher, parent, and self-report of OCD and ASD. Participants and Methods: The study includes 34 participants (ASD n = 27; OCD n = 6; ASD and OCD n = 1) with an average age of 10.29 and education of 5.07 years. This information was gathered using archival data from a private practice neuropsychology clinic in the Midwestern United States. Participants were excluded if they did not have a diagnosis of OCD or ASD. Each participant was administered the CBRS, with different combinations of the CBRS parent, teacher, and self-report forms for the OCD and ASD scales. A bivariate Pearson correlation analysis was run to assess the relationship between OCD and ASD scores by teacher, parent and self-report forms. Results: Significant correlations with large effect sizes were evident between the parent and self-report OCD scores (r=0.66; p<0.05) and the teacher OCD and ASD scores (r=0.59; p<0.001). Notably, the teacher’s ASD scores were predictive of an ASD diagnosis (r=0.61; p<0.001). Significant correlations with medium effect sizes were evident between the parent OCD score and an OCD diagnosis (r=0.49; p<0.05) and the teacher OCD score and an ASD diagnosis (r=0.40; p<0.05). Significant correlations with medium effect sizes were also evident between the parent OCD score and an ASD diagnosis (r=-0.41; p<0.05) as well as the teacher ASD score with an OCD diagnosis (r=-0.48; p<0.05). Conclusions: Results show that teachers’ indications of ASD particularly but also of OCD were most predictive of an ASD diagnosis. While possibly influenced by these particular clinicians’ diagnostic methodologies, this suggests the potential clinical utility of examining teacher reports on both scales when assessing ASD. Although the relationship between teachers’ ASD and OCD scores could demonstrate difficulty differentiating between the two disorders, clinicians may be able to point to their high ASD as suggesting a decreased likelihood of an OCD diagnosis. Also noteworthy is the relationship between parent OCD scores with self-report and an OCD diagnosis. Parents’ reports, often in agreement with their child, are predictive of an OCD diagnosis and may be used as a factor suggesting decreased likelihood of ASD when both are elevated. Future research should continue examining the relationships and predictive potentials among these reports, as preliminary results point to their potential utility in differential diagnosis. Limitations, supplemental findings, and future directions will be further discussed.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Majestic Complex (Posters 61-120)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #73

Analysis of the Overlap Between Parent, Teacher, and Self-Reports Using the CBRS in OCD and ASD Populations

Nathan Palladino, Wheaton College, Wheaton, United States
Whitman Kent, Wheaton College, Wheaton, United States
Ben Wenzel, Wheaton College, Wheaton, United States
Emilie Clark, Wheaton College, Wheaton, United States
Kati Shepardson, Wheaton College, Wheaton, United States
Lisa Naatz, Wheaton College, Wheaton, United States
Ben Pyykkonen, Wheaton College, Wheaton, United States

Category: Autism Spectrum Disorders/Developmental Disorders/Intellectual Disability

Keyword 1: autism spectrum disorder
Keyword 2: obsessive-compulsive disorder
Keyword 3: pediatric neuropsychology

Objective:

Extant research shows that differentiating obsessive-compulsive disorder (OCD) from autism spectrum disorder (ASD) can be challenging because of their common symptom overlap, particularly restricted repetitive behaviors and social difficulties (Lewin et. al, 2011; Kushki et al., 2019; Cath et al., 2007). Evidence suggests that the Conners Comprehensive Behavior Rating Scales (CBRS) are capable of assessing both OCD and ASD using parent, teacher, and self-report forms (Conners, 2008; Conners, 2014). The present study seeks to build on current research through examining the overlap between OCD and ASD in pediatric populations utilizing the CBRS by exploring the relationship between teacher, parent, and self-report of OCD and ASD.

Participants and Methods:

The study includes 34 participants (ASD n = 27; OCD n = 6; ASD and OCD n = 1) with an average age of 10.29 and education of 5.07 years. This information was gathered using archival data from a private practice neuropsychology clinic in the Midwestern United States. Participants were excluded if they did not have a diagnosis of OCD or ASD. Each participant was administered the CBRS, with different combinations of the CBRS parent, teacher, and self-report forms for the OCD and ASD scales. A bivariate Pearson correlation analysis was run to assess the relationship between OCD and ASD scores by teacher, parent and self-report forms.

Results:

Significant correlations with large effect sizes were evident between the parent and self-report OCD scores (r=0.66; p<0.05) and the teacher OCD and ASD scores (r=0.59; p<0.001). Notably, the teacher’s ASD scores were predictive of an ASD diagnosis (r=0.61; p<0.001). Significant correlations with medium effect sizes were evident between the parent OCD score and an OCD diagnosis (r=0.49; p<0.05) and the teacher OCD score and an ASD diagnosis (r=0.40; p<0.05). Significant correlations with medium effect sizes were also evident between the parent OCD score and an ASD diagnosis (r=-0.41; p<0.05) as well as the teacher ASD score with an OCD diagnosis (r=-0.48; p<0.05).

Conclusions:

Results show that teachers’ indications of ASD particularly but also of OCD were most predictive of an ASD diagnosis. While possibly influenced by these particular clinicians’ diagnostic methodologies, this suggests the potential clinical utility of examining teacher reports on both scales when assessing ASD. Although the relationship between teachers’ ASD and OCD scores could demonstrate difficulty differentiating between the two disorders, clinicians may be able to point to their high ASD as suggesting a decreased likelihood of an OCD diagnosis. Also noteworthy is the relationship between parent OCD scores with self-report and an OCD diagnosis. Parents’ reports, often in agreement with their child, are predictive of an OCD diagnosis and may be used as a factor suggesting decreased likelihood of ASD when both are elevated. Future research should continue examining the relationships and predictive potentials among these reports, as preliminary results point to their potential utility in differential diagnosis. Limitations, supplemental findings, and future directions will be further discussed.