Clarke, KL; (2015) Validating the Developmental, Diagnostic and Dimensional Interview - Short Form Adult Version (3Di-sva): a diagnostic interview for autism spectrum disorders in adults. Doctoral thesis (D.Clin.Psy), UCL (University College London).

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Abstract

Department of Health (2010) guidelines highlight the importance of diagnosis for adults with autism spectrum disorders (ASD) who have not previously had their condition recognised. Reliable, valid and user-friendly diagnostic tools must therefore be available. Part 1: This section critically appraises and systematically reviews 12 studies examining the NICE (2012) recommended adult ASD diagnostic tools. It concludes that there is good evidence to support the use of the Ritvo Asperger Diagnostic Scale-Revised(RAADS-R) and Autism Diagnostic Observation Schedule (ADOS), with some support for the use of the Autism Diagnostic Interview-Revised (ADI-R). However the Adult Asperger Assessment (AAA), Asperger Syndrome Diagnostic Interview (ASDI) and Diagnostic Interview for Social and Communication Disorders (DISCO) appear to have insufficient evidence at present. Further research is indicated for all the instruments. Part 2: This section presents a study of a new informant report diagnostic tool, the Developmental, Diagnostic and Dimensional Interview - Short Form Adult Version (3Di-sva). The 3Di-sva interview was completed with an informant for 27 ASD and 27 non-clinical comparison participants. It demonstrated good psychometric properties, including good internal consistency and inter-rater reliability, and strong sensitivity and specificity. The 3Di-sva is a time and cost-efficient tool, which could be suitable for use as part of a multi-dimensional adult ASD assessment. The study was completed as part of a joint project with McKenner (2015), who examined the 3Di-sva when used in a clinical comparison population. Part 3: This section is a critical appraisal which reflects upon areas relevant to both the literature review and empirical paper. The main focus of the discussion is upon on the idea of ideal versus achievable research and upon my learning process about research within NHS settings.

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