1. TEMPLATE DESIGN © 2008 www.PosterPresentations.com Using Parental and Teacher's Ratings for Differential Screening of Taiwanese Children with Higher Functioning Autism Spectrum Disorder from Children with Attention-Deficit/Hyperactivity Disorder Introduction Contact Information Purpose of Study Chia-Chen Chao 1 I-Hwey Wu 2 1 Department of Psychology and Counseling 2 Department of Special Education University of Taipei, Taiwan, ROC Past research and clinical reports have revealed similarities in the symptomatic and behavioral characteristics between children with higher functioning autism spectrum disorder (HFASD) and those with attention-deficit/hyperactivity disorder (ADHD). Children with either diagnosis experience difficulties in: 1.social information processing 2.interpersonal relationships 3.Attention 4.home and school adjustment 5.oppositional behaviors and emotional problems. These behavioral similarities and overlapping symptoms make it difficult to differentiate HFASD and ADHD in clinical practice or even result in misdiagnosis, causing inappropriate or delayed treatments. Chao et al. (2013) have examined the validity of seven commonly used behavior rating scales in differentiating HFASD and ADHD children.  Either measure for general psychopathology, specific symptomatology, or social reasoning/functioning could significantly differentiate clinical groups (HFASD and ADHD) from typically developing (TD) comparison group.  Only two ASD symptom measures could differentiate HFASD from ADHD: 1. the Gilliam Asperger’s Disorder Scale (GADS) 2. the Australian Scale for Asperger's Syndrome (ASAS) To examine the utility of parental and teacher’s ratings on behavior rating scales for differential screening of Taiwanese HFASD and ADHD children. From August 2011 to November 2013, three groups of Taiwanese school-age (1st -6th grade) children were recruited to participate in this study. Significant group difference on WISC was found on VCI, with ADHD group (M=104.38, SD=13.74) scores lower than TD (M=114.90, SD=10.19). Data Analysis Descriptive statistics and MANOVA were used to analyze the score differences among the three groups regarding their demographic data and performance of all measures. Results: Teacher Ratings Methodology -- Differential Screening Measures Participants Five measures were used: 1.Child Behavior Checklist (CBCL)/Teacher Report Form (TRF) 2.Checklist for Autism Spectrum Disorder (CASD) 3.Gilliam Asperger’s Disorder Scale (GADS) 4.Swanson, Nolan and Pelham Questionnaire-4th ed. (SNAP-IV) 5.Vineland Adaptive Behavior Scale (VABS)—Socialization subscale Results: Parental Ratings Discussions Suggestions and Conclusions All parent-rated and teacher-rated measures are able to differentiate the clinical groups from the TD group. GADS and CASD (both parental and teacher ratings) are most effective in differentiating HFASD group from ADHD group.  Measures of general psychopathology or ADHD symptoms fail to differentiate HFASD from ADHD effectively.  Few symptoms in TRF are able to differentiate HFASD from TD: Internalizing, Anxious/Depressed, Social Problems, and Thought Problems.  Some teacher-rating symptoms do not differentiate the three groups: 2 in TRF (i.e., Somatic Complaints, Rule-Breaking Behavior), and 1 in SNAP-IV (i.e., Oppositional Defiant). This implies that these problems may occur in all children. Therefore, functional analysis of behaviors and differential diagnosis using parental ratings should be employed in order to carry out appropriate consequences. For more precise differential diagnosis, routinely collecting information of ASD symptoms from parents and teachers is highly suggested. Multiple sources from other professionals (e.g., special education teachers or school counselors) using ASD symptoms rating scales could be powerful screening tool in initial assessment for high-risk children. ★ Dr. Chia-Chen Chao, Professor & Dean, School of Education, Department of Psychology and Counseling, University of Taipei, ccchao405@gmail.com ccchao405@gmail.com ★ Dr. I-Hwey Wu, Assistant Professor, Department of Special Education, University of Taipei, deirwu@gmail.comdeirwu@gmail.com Results: CASD Ratings