Résumés
Résumé
Le trouble du spectre de l’autisme (TSA) est un trouble complexe caractérisé par des difficultés sociales et communicationnelles et par des comportements ou intérêts restreints ou répétitifs (American Psychiatric Association [APA], 2013). Le profil clinique des enfants touchés par le TSA varie tout au long de leur développement en fonction de la présentation des symptômes, de même que par la manifestation de troubles associés, complexifiant ainsi la démarche d’évaluation diagnostique. Pour émettre un diagnostic en santé mentale, les spécialistes s’appuient majoritairement sur le Manuel Statistique et Diagnostique des Troubles Mentaux, dont la plus récente version comporte d’importants changements quant à la définition et nomenclature du TSA ([DSM-5]; APA, 2013). En dépit du DSM-5, plusieurs outils d’évaluation s’offrent aux cliniciens pour appuyer leur démarche évaluative et améliorer la précision de leur diagnostic clinique. Parmi la grande variété disponible, il peut s’avérer difficile de choisir des outils d’évaluation adaptés à la situation du jeune évalué (p.ex., âge, intensité des symptômes, langue parlée, etc.), possédant des qualités psychométriques satisfaisantes et s’arrimant avec les critères diagnostiques de la dernière version du DSM. L’objectif de cet article est de présenter la démarche d’évaluation du TSA, ainsi que de décrire et d’analyser les outils d’évaluation du TSA recommandés par les meilleures pratiques et couramment employés par les cliniciens exerçant auprès d’une population à risque de présenter ce trouble. Spécifiquement, il vise à faire une revue critique s’articulant autour des caractéristiques (objectif poursuivi, population ciblée, validations et langues offertes), des propriétés psychométriques et de la pertinence de ces outils d’évaluation en regard aux critères du TSA conformément au DSM-5. Enfin, la démarche, les outils d’évaluation à privilégier et certaines considérations cliniques sont proposés en conclusion.
Mots-clés :
- Trouble du spectre de l’autisme,
- outils d’évaluation,
- démarche d’évaluation,
- dépistage,
- diagnostic,
- DSM-5
Abstract
Autism spectrum disorder (ASD) is a complex neurodevelopmental pathology characterisized by a broad array of symptoms including deficits in social interaction and communication as well as restricted and repetitive behaviors (American Psychiatric Association [APA], 2013). Substantial heterogeneity exists in symptoms expressions in children with ASD, which makes autism a complex disorder to identify and diagnose. Healthcare clinicians mostly rely on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; APA, 2013) to make a mental health diagnosis. However, several screening and diagnostic tools allow clinicians to increase the quality of their assessment by identifying the probabilities of ASD and the severity of symptoms. Yet, from tools available, it can be difficult to choose those who are most appropriate to the appraisee (i.e., age, severity of symptoms) and that have good psychometric properties. This paper aims to present and analyze ASD assessment tools available to clinicians working with a population at risk for autism. In conclusion, we present a process and tools to promote.
Keywords:
- Autism spectrum disorder,
- assessment tools,
- assessment process,
- screening,
- diagnostic,
- DSM-5
Parties annexes
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