1. The Multi-Dimensional Scale for Autism and ADHD Rebecca McKenzie

2. The Multi-Dimensional Scale for Pervasive Developmental Disorder and Attention- Deficit/Hyperactivity Disorder Yasuko Funabiki, Shisei Tei, Toshiya Murai Pervasive Developmental Disorder:  Pervasive developmental disorder not otherwise specified (PDD-NOS)  Autism  Asperger syndrome  Rett syndrome  Childhood disintegrative disorder (CDD) But Assessment of the Scale carried out with:  Autism  Aspergers  PDDNOS  ADHD

3. Beyond diagnostic criteria In clinical practice children with ASC and ADHD may have symptoms of the other condition which in effect amount to a dual or secondary diagnosis. Children with ASC and ADHD also often have similar additional symptoms which fall outside of diagnostic criteria e.g.  Sensory difficulties  Disordered sleep

4. Why is diagnosis not enough? Diagnosis may : 1.Not reflect individual differences 2.Not indicate the type or level of support required 3.Not refer to symptoms which cross diagnostic boundaries or are seen as being secondary

5. MSPA aims to better describe real symptom profiles on an individual basis. Providing a very simple visual representation of where support is needed and at what level For:  The patient themselves  Parents  Carers  Support staff  Teachers

6. Who can it be used for? Children over 2 years with:  Pervasive developmental disorder not otherwise specified (PDD-NOS)  Autism  Asperger syndrome  Rett syndrome  Childhood disintegrative disorder (CDD)  ADD/ADHD

7. Raters Can be:  Psychiatrists  Clinical professionals  Psychiatric social workers  Trained graduate students in medical or education fields e.g. health visitor or SENCo Must have some comparative knowledge of typical development

8. Background information  Comprehensive information about child’s behaviour from birth from participant, parents, teachers  Documentation, medical/educational records  Interview with child and parent  Observation and/or interaction with the child

9. Rater completes a questionnaire with 5 point response scale

11. Scores outside the red line show support is needed and at what level, 5 being extensive support required

12. 3- TA support in mainstream 4- TA/peer support in small group within mainstream on some occasions 5- Extensive support, outside of mainstream for most of the time

13. Issues to consider  Overlap between ASC and ADHD?  Changes to DSM criteria  Sensory and sleep difficulties have tended to be given secondary status  Need to share information with parties who may not be able to access complex reports