As NTI is sparking a lot of positive attention lately I wanted to talk more about the success measures that are being tested in NTI's double blinded full study results.
Specifically, I want to focus on the Autism Behavioural Checklist (ABC) which is only one of 7 major tests/questionnaires that the care giver of the child will fill out pre/mid/post involvement in the study with the Mente autism device.
As you can see below - the ABC checklist is quite exhaustive - and is only one of eight tests. The point is - when Neurotech announced during the mid stage of the study that their preliminary results were clinically significant with many of the children returning to normal function the preliminary result would not have only been based off improvements as measured in the ABC questionnaire below but also in the seven other exhaustive tests:
1) Changes in Stability Score test
2) Changes in Co-ordination of Coupled Hand and Foot Movements Test
3) Changes in Galvanic Skin Response test
4) Changes in Visual Evoked Response test
5) Changes in Questions about Behavioural Function (QABF) test
6) Changes in New Reynell Developmental Language Scales
7) Changes in Social Responsiveness Scale (Second Edition) SRS-2
The Carrick Institutes role in all of this is only one of an administrator. Specifically, the administrator of the tests, gatherer and compiler of data and analyser and writer of results. The Carrick Institute did not design or create the tests - each test is utilised due to its respected reliability over time in the field of behavioural medicine.
Seems not to hear, so that a hearing loss is suspected
Sometimes shows no “startle response” to loud noise”
Sometimes painful stimuli such as bruises, cuts, and injections evoke no reaction
Often will not blink when bright light is directed toward eyes
Covers ears at many sounds
Squints, frowns, or covers eyes when in the presence of natural light
Frequently has no visual reaction to a “new” person
Stares into space for long periods of time
Relating Behaviors:
Frequently does not attend to social/environmental stimuli
Has no social smile
Does not reach out when reached for
Not responsive to other people’s facial expressions/feelings
Actively avoids eye contact
Resists being touched or held
Is flaccid when held in arms
Is stiff and hard to held
Does not imitate other children at play
Has not developed any friendships
Often frightened or very anxious
“Looks through” people
Body and Object Use Behaviors:
Whirls self for long periods of time
Does not use toys appropriately
Insists on keeping certain objects with him/her
Rocks self for long periods of time
Does a lot of lunging and darting
Flaps hands
Walks on toes
Hurts self by banging head, biting hand, etc…
Twirls, spins, and bangs objects a lot
Will feel, smell, and/or taste objects in the environment
Gets involved in complicated “rituals” such as lining things up, etc…
Is very destructive
Language Behaviors:
Does not follow simple commands given once
Has pronoun reversal
Speech is atonal
Does not respond to own name when called out among two others
Seldom says “yes” or “I”
Does not follow simple commands involving prepositions
Gets desired objects by gesturing
Repeats phrases over and over
Cannot point to more than five named objects
Uses 0-5 spontaneous words per day to communicate wants and needs
Repeats sounds or words over and over
Echoes questions or statements made by others
Uses at least 15 but less than 30 spontaneous phrases daily to communicate
Language Behaviors:
Learns a simple task but “forgets” quickly
Strong reactions to changes in routine/environment
Has “special abilities” in one area of development, which seems to rule out mental retardation
Severe temper tantrums and/or frequent minor tantrums
Hurts others by biting, hitting, kicking, etc…
Does not wait for needs to be met
Difficulties with toileting
Does not dress self without frequent help
Frequently unaware of surroundings, and may be oblivious to dangerous situations
Prefers to manipulate and be occupied with inanimate things
A developmental delay was identified at or before 30 months of age
REFERENCES:
Volkmar, F.R., Ciccheti, D.V., Dykens, E., Sparrow, S.S., Leckman, J.K., & Cohen, D.J., (1988). An evaluation of the Autism Behavior Checklist. Journal of Autism and Developmental Disorders, 18 (1), 81-97
