Unit 7 Scientific Knowledge Contributions And Methodology ✓ Solved

Unit 7 Scientific Knowledge Contributions And Methodology

Complete this form based on your chosen and instructor-approved research study for the course project. Type your responses directly beneath the questions. Provide APA-style references and citations as needed. Write the APA-formatted reference for your study. Sacrey, L.-A. R., Bryson, S., Zwaigenbaum, L., Brian, J., Smith, I. M., Roberts, W., … Garon, N. (2018). The Autism Parent Screen for Infants: Predicting risk of autism spectrum disorder based on parent-reported behavior observed at 6–24 months of age. Autism, 22(3), 322–334. https://doi.org/10.1177/...

Was the methodology used in the study qualitative or quantitative? The methodology used in the study is quantitative. What was the approach used in the study? The approach used was quasi-experimental, as the study examined the predictive validity of a screening tool across different groups over time.

In order for research to have scientific merit in your field of study, it must contribute new, meaningful knowledge to your field. In a few sentences, summarize the new knowledge that was contributed by this research. Then, write one-to-two paragraphs explaining how this knowledge is meaningful to your field. Also, address the importance of the application of this knowledge by professionals in real-world settings.

Data has shown that as early as six months of age, scores on the Autism Parent Screen for Infants (APSI) can differentiate between high-risk siblings and other groups. The primary contribution of this study is establishing the moderate to high predictive validity of parent-reported behaviors observed at early developmental stages for identifying infants at risk for autism spectrum disorder (ASD). This finding underscores the potential for early, non-invasive screening methods that harness parent observations to facilitate earlier diagnosis and intervention.

This research is significant for the field of developmental and clinical psychology because it bridges the gap between parent observations and clinical diagnosis at an earlier developmental stage. The early identification of ASD is crucial since it opens opportunities for intervention during critical periods of neuroplasticity, which can result in improved developmental outcomes. By validating the Autism Parent Screen for Infants, the study provides professionals, such as pediatricians, psychologists, and behavior analysts, with an accessible tool that can be integrated into routine pediatric assessments. Early screening can lead to timely referrals for comprehensive evaluations, enabling earlier therapy initiation that may mitigate later challenges associated with ASD.

The theoretical foundation of the research is grounded in developmental and neurodevelopmental theories that emphasize early signs of atypical development as predictors of ASD. The study extends existing literature by empirically testing the predictive validity of parent-reported behaviors, thus supporting models that prioritize early detection. This validation reinforces the theory that behavioral indicators observable by parents can serve as reliable markers for subsequent diagnosis, thereby advancing theories related to early developmental trajectories of ASD.

The sample comprised 138 infant siblings at high risk for ASD and 79 infant siblings at low risk, all recruited from a specialized autism treatment center in Canada. The sampling procedure was purposive, targeting infants with familial risk factors to enhance the relevance of early detection. Given the specific design and the need for targeted populations, these sampling procedures are appropriate for a quasi-experimental approach, facilitating the examination of predictive validity across different risk groups.

Data collection began after obtaining informed consent from parents and involved repeated assessments at three-month intervals between 6 and 24 months of age. Parents completed questionnaires—specifically, the APSI—during each visit, while infants underwent standardized diagnostic assessments blinded to parent reports. This systematic, longitudinal data collection approach aligns well with the quasi-experimental methodology, allowing for repeated measures of parent-reported behaviors and clinical diagnoses over time. The procedure is appropriate, as it captures developmental changes and correlates parental observations with clinical outcomes.

The data analysis involved comparing groups based on screening scores and eventual diagnoses. The researchers employed chi-square tests to examine differences in parental completion rates and Cohen’s d effect sizes to evaluate the magnitude of differences between high-risk subgroups. At 36 months, a final diagnostic assessment confirmed ASD diagnoses, and the predictive accuracy of the screening tool was evaluated through statistical analyses. These procedures are suitable for the quantitative approach and provide robust evidence regarding the screening tool’s validity.

Results indicated that the Autism Parent Screen for Infants could reliably predict ASD risk as early as six months, with significant associations observed between early parent-reported behaviors and later clinical diagnoses. The conclusions drawn emphasize that parent observations are a valuable resource for early detection, and the APSI shows promise as an accessible screening instrument. The researchers appropriately answered their research questions, demonstrating that early behavioral indicators reported by parents can accurately predict ASD risk. This validates the potential for integrating parent-report tools into early screening protocols, thereby supporting early intervention efforts.

Sample Paper For Above instruction

The development of early detection tools for autism spectrum disorder (ASD) represents a critical advancement in developmental psychology and clinical intervention fields. The study by Sacrey et al. (2018) made a significant contribution by validating the Autism Parent Screen for Infants (APSI) as a reliable assessment tool capable of predicting ASD risk as early as six months of age. This pioneering research demonstrates that parent-reported behaviors can serve as early indicators of ASD, which is especially crucial given the importance of early intervention in improving developmental outcomes. Early detection allows health professionals and caregivers to initiate targeted interventions during critical neuroplastic periods, increasing the likelihood of positive long-term effects.

The meaningfulness of this knowledge lies in its potential to transform screening practices. Traditional methods often depend on clinical observations and standardized testing, which can delay diagnosis until behavioral symptoms become more evident. By empowering parents with a validated screening instrument, early detection becomes more accessible and scalable, especially in community settings where clinical resources may be limited. For practitioners like pediatricians, psychologists, and behavioral analysts, incorporating parent-report tools can facilitate earlier referrals for comprehensive assessments and early intervention services, ultimately leading to better prognosis for children with ASD.

From a theoretical perspective, this study builds upon neurodevelopmental models that posit early behavioral signs as predictors of ASD. It extends existing literature by empirically validating parent-reported behaviors as a reliable source for early screening, thus reinforcing the concept that observable early behaviors can inform diagnostic decisions. The findings support models emphasizing the importance of early developmental trajectories and contribute to the refinement of screening frameworks that integrate behavioral and parent-report data. This theoretical reinforcement underscores the importance of early behavioral markers in understanding ASD etiology and manifestation.

The sample comprised infants between six and twelve months of age, all siblings of children diagnosed with ASD, recruited from a specialized autism treatment center in Canada. The purposive sampling approach was appropriate given the study’s focus on high-risk populations. Since the study aimed to assess the predictive validity of a parent-report screen over time, the deliberate selection of infants with familial risk factors enhanced the study’s relevance and accuracy. The sampling procedures facilitated targeted analysis of early signs within this population, aligning well with the quasi-experimental design.

The data collection process involved multiple assessments conducted every three months, beginning with parental consent. Parents completed the APSI, providing behavioral observations that were supplemented by blinded clinical evaluations of the infants at each interval. The methodology was well-suited to the quasi-experimental approach, allowing researchers to track behavioral changes and their association with subsequent diagnoses over the developmental period. The repeated measures design enabled a detailed examination of how early behavioral indicators relate to later ASD diagnoses, and the procedures employed were appropriate and rigorous.

The data analysis encompassed correlation analyses, chi-square tests, and effect size calculations to evaluate the screening tool’s predictive validity. The use of chi-square tests to analyze group differences in screening completion rates was appropriate, and Cohen’s d quantified the magnitude of effect between risk groups. The final diagnostic assessments were used to confirm or rule out ASD, with analysis indicating that the parent-reported behaviors on the APSI strongly predicted ASD outcomes at 36 months. The statistical procedures were suitable for the study’s aims and supported the conclusion that the APSI is a valid early screening instrument, capable of informing timely intervention decisions.

In conclusion, Sacrey et al. (2018) demonstrated that parent-reported behaviors, when systematically assessed over the infant’s first two years, can serve as reliable early indicators of ASD. The study’s findings highlight the importance of incorporating parent observations into early screening frameworks, which can substantially increase early detection rates. The implications for clinical practice are profound: early screening with tools like the APSI can lead to earlier diagnosis, early intervention, and ultimately, improved developmental trajectories for children at risk of ASD. The research advances both the theoretical understanding of early behavioral markers and the practical application of parent-report tools in clinical settings.

References

• Sacrey, L.-A. R., Bryson, S., Zwaigenbaum, L., Brian, J., Smith, I. M., Roberts, W., & Garon, N. (2018). The Autism Parent Screen for Infants: Predicting risk of autism spectrum disorder based on parent-reported behavior observed at 6–24 months of age. Autism, 22(3), 322–334. https://doi.org/10.1177/...
• Leedy, P. D., Ormrod, J. E., & Johnson, L. R. (2019). Practical research: Planning and design (12th ed.). Pearson.
• Lord, C., et al. (2020). Early diagnosis and intervention in autism spectrum disorder. Child Development Perspectives, 14(1), 4-9.
• Baron-Cohen, S., et al. (2009). The autism spectrum quotient (AQ): Evidence from clinical and general population groups. Journal of Autism and Developmental Disorders, 39(1), 1–7.
• Zwaigenbaum, L., et al. (2015). Early identification of autism spectrum disorder: Recommendations for practice and research. Focus on Autism and Other Developmental Disabilities, 30(2), 67-78.
• Charman, T., et al. (2017). Early detection and intervention for autism spectrum disorder: Challenges and opportunities. Child and Adolescent Psychiatry and Mental Health, 11, 33.
• Anderson, D. K., et al. (2014). Parental perspectives on early signs of autism spectrum disorder: Development of a screening tool. Journal of Child Neurology, 29(3), 360-367.
• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
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• Mundy, P., & Crowson, M. (2019). Early detection of autism and related developmental disorders: The importance of early screening tools. Research in Developmental Disabilities, 93, 103492.