**4. Conclusions**

**Variables n Means (%)**

156 Autism Spectrum Disorder - Recent Advances

BO=body-object use, SE=sensory, MOT=motor

**3. Discussion**

the autism spectrum.

**Standart deviation (%)**

**Table 16.** Comparison of the different areas of the DAADD and the ABC to G3.

**Minimun (%)**

ABC SE 15 43.94% 21.37% 0.00% 77.27% 31.82% 45.45% 59.09%

DA SE AS 15 28.33% 28.14% 0.00% 75.00% 0.00% 25.00% 50.00% ABC SE 15 43.94% 21.37% 0.00% 77.27% 31.82% 45.45% 59.09%

DA SE DN 15 13.33% 35.19% 0.00% 100.00% 0.00% 0.00% 0.00% ABC BEH 15 40.00% 24.33% 0.00% 73.68% 13.16% 47.37% 57.89%

DA MOT DN 15 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%

Legend: ABC=Autism Behavior Checklist, DA=Differential Assessment of Autism and Other Developmental Disor‐ ders, DN=pervasive developmental disorder not otherwise specified, AS=Asperger Syndrome, BEH=behavior,

The results of the two protocols tend to be more similar with the increasing age. The DAADD has shown to be more sensible in the different age-groups, while the ABC seems to be more specific only in the older group. It must be noted that the ABC aims just to identify the risk for autism while the DAADD differentiates the children that already have the diagnosis within

The need for diagnostic protocols that consider the association of communication and behavior disorders of children with ASD is clear. These protocols must provide means for

The comparison of the different areas of the DAADD and the ABC has shown that the DAADD is more efficient to the identification of language disorders. It must be considered, however, that this is not the purpose of the ABC. The use of both protocols may be complementary, applied as needed along the diagnosis process. In several countries and in different regions of many countries providing services of medical diagnosis for children with ASD takes precious time. The time spent waiting for the conclusion of the diagnostic process would be extremely important to the child's development. The sooner the child receives appropriate therapy and education, the better the prognosis (Volkmar, Chawarska & Klin, 2005) Therefore, the use of screening tools that helps to identify children at risk for ASD or with some probability of receiving this diagnosis may represent the better use of resources that are frequently limited.

the careful observation and record of communicative behaviors [16, 18].

**Maximum (%)**

**Percentile 25 (%)**

**Percentile 50 (Median) (%)** **Percentile**

**75 (%) p-value**

0.030

0.020

0.001

During the last decades important changes have taken place regarding the concept and prevalence of ASD. This resulted in a greater need for screening tools that can be used in public health programs designed to provide services to an increasing number of children as soon as possible in their development.

The diagnosis of ASD often produces, besides the emotional stress in the affected families, large social and emotional impact. It implies in the urgent need for efficient models of screening and diagnosis that can support intervention plans that are individually planned and imple‐ mented. Early diagnosis and intervention are essential to the better prognosis; therefore clinicians and researchers have been dedicated to the development of efficient strategies to the identification of disorders and intervening factors.

Several diagnostic and assessment tools have been proposed, aiming the early identification of ASD. However, the efforts to improve the early identification of children with ASD will only be effective if the diagnosed children have access to appropriate intervention services. Considering that the assessment process may be long and expensive and that the diagnosis frequently depends on clinical impressions, the use of specific and sensitive tools is essential.

In this context an important aspect to be considered in the use of specific tools to the assessment and diagnosis of children with ASD is that it should be possible to use them despite the diversity of symptoms that are characteristic of these children. Besides, these tools should also be able to identify the central features of ASD. Cultural aspects and the possibility of use in different contexts should also be considered.

Finally, although there are several tools for the screening, assessment, diagnosis and followup of children with ASD, there is not just one protocol that can be universally used. In the clinical practice the assessment, diagnosis and follow-up of intervention processes still depends on the clinician's abilities that chooses specific and complementary tools.
