Using the live assessment to discriminate between Autism Spectrum Disorder and Disinhibited Social Engagement Disorder.

Researchers studied 30 children to see if assessment tools can tell the difference between autism and another condition called DSED, which both cause social difficulties. They used standard autism tests plus a new assessment called 'Live' that creates challenging social situations. The Live assessment was better at distinguishing between autism and DSED, especially when children had other developmental issues that made diagnosis unclear.

This study examined 30 children (10 with ASD, 10 with Disinhibited Social Engagement Disorder, 10 typically developing) to determine if assessment tools can distinguish between ASD and DSED, which can present with similar social challenges. Researchers used standard ASD assessments including the ADOS and a novel 'Live assessment' involving triadic interactions, playful teasing, and social stress scenarios. While the ADOS provided some discrimination between DSED and ASD, the Live assessment proved superior when additional neurodevelopmental problems created diagnostic ambiguity. The increased social challenge of the Live assessment highlighted core ASD problems while revealing preserved social skills in children with DSED.

The Live assessment may offer improved differential diagnosis between ASD and DSED, particularly in complex cases with comorbid neurodevelopmental conditions. This could reduce diagnostic errors and ensure appropriate interventions. However, further validation and larger studies are needed before clinical implementation.

Small sample size (10 per group) limits generalizability. Study design and methodology details are not provided in the abstract. No information about reliability, validity, or statistical significance of findings. Long-term outcomes or replication studies not mentioned.

Children with Autism Spectrum Disorder (ASD) and children with Disinhibited Social Engagement Disorder (DSED) may present with similar social problems, despite differing aetiologies, resulting in diagnostic conundrums. Thirty children: 10 with ASD, no maltreatment history, 10 with DSED and 10 typically developing children were assessed via 'gold standard' ASD assessments, including the Autism Diagnostic Observational Schedule (ADOS) and a unique unstructured observation known as the Live assessment. Live utilises a triadic interaction (2 assessors and child), playful teasing and social 'stress' scenarios to increase the social challenge. The ADOS supported discrimination of DSED from ASD to a degree.

Where additional neurodevelopmental problems created ambiguity, the Live assessment was more supportive than the ADOS for unpicking the underlying nature of the social problems. Live supported differentiation between ASD, DSED and other neurodevelopmental problems. The greater social challenge presented by Live exacerbated core problems of ASD and, in DSED, core social skills stood out.