Preschoolers assessed for autism: parent and teacher experiences of the diagnostic process.
Parents and teachers spot ASD before age two and later feel satisfied with the diagnostic process.
01Research in Context
What this study did
Andersson et al. (2014) asked parents and teachers about the autism check-up for preschoolers. They used a survey to learn when adults first worried and how they felt later.
What they found
Most adults first saw signs before the child turned two. After the full check-up, both groups said they were happy with the process.
How this fits with other research
Barbaro et al. (2017) tracked the same age group and found 88% kept the autism label. Their data extend the story by showing the label usually sticks once given.
Grigore et al. (2024) looked at many screening studies and say the tools still lack clear proof. This seems to clash with Westman's happy families, but the difference is focus: Westman asked about the experience, Grigore asked if screening changes long-term results.
Singh et al. (2024) add that, in real life, the average age of diagnosis sits at four years. This stretches the timeline between early worry and final label.
Why it matters
You can tell families their early hunch is valid and that most feel satisfied after the full check-up. Still, plan for a possible two-year wait before the formal label. Use that window to start teaching skills and tracking progress.
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02At a glance
03Original abstract
Many parents of young children with autism spectrum disorder (ASD) have often been recommended to "wait and see" when they have first expressed concerns. This comparative, descriptive, partly longitudinal questionnaire study aimed to evaluate parent/preschool teacher experiences as regards time of first concern about the child and about the diagnostic process at a specialized Child Neuropsychiatry Clinic. Participants were parents and teachers of 34 preschool children with suspected ASD (26 boys, 8 girls, mean age 37 months) drawn from a general population cohort. Most of the parents, and the teachers, had their first concern about the child's development before the child's second birthday. Generally, they were satisfied with the diagnostic process and did not regret their participation in it.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.08.027