As NTI is sparking a lot of positive attention lately I wanted...

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.

AUTISM BEHAVIOURAL CHECKLIST  - QUESTIONNAIRE:
Sensory Behaviours:

• Poor use of visual discrimination when learning
• 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

Reynell, J (1969) Reynell Developmental Language Scales. Experimental edition. Windsor: NFER.

Constantino J. N. & Gruber C. P. (2012). Social Responsiveness Scale–Second Edition (SRS-2). Torrance, CA: Western Psychological Services.