TY - JOUR
T1 - Dr. Bishop et al. Reply
AU - Bishop, Somer L.
AU - Zheng, Shuting
AU - Kaat, Aaron
AU - Farmer, Cristan
AU - Kanne, Stephen
AU - Bal, Vanessa
AU - Georgiades, Stelios
AU - Thurm, Audrey
N1 - Funding Information:
This work was supported by grants from the Eunice Kennedy Shriver National Institute of Child Health and Human Development R01HD093012 to Dr. Bishop and the Intramural Research Program of the National Institute of Mental Health ZIC-MH002961 to Dr. Thurm.
PY - 2020/11
Y1 - 2020/11
N2 - In “The Need for a Clinically Useful Schema of Social Communication,” Blank et al. present an observation and coding method (The Initiating, Responding, Expectancy Violations [IREV] schema) for identifying “expectancy violations (EVs),” which may signal clinically significant departures from normal social communication behavior (eg, in individuals with autism spectrum disorder [ASD]).1 The authors point out that “historically, observation of a patient's (social communication) has not been part of the routine psychiatric mental status examination,” and argue that this is an important missed opportunity for clinicians. Several direct observation methods exist for identifying and/or monitoring changes in social communication deficits associated with ASD.2 Despite their established diagnostic validity, it remains true that these measures used in isolation will result in a relatively high rate of “false positives”—usually comprising children who are better described with other diagnoses (eg, intellectual disability, language disorder, attention-deficit/hyperactivity disorder [ADHD]).2 This underscores the critical importance of context when interpreting observed social communication deficits.
AB - In “The Need for a Clinically Useful Schema of Social Communication,” Blank et al. present an observation and coding method (The Initiating, Responding, Expectancy Violations [IREV] schema) for identifying “expectancy violations (EVs),” which may signal clinically significant departures from normal social communication behavior (eg, in individuals with autism spectrum disorder [ASD]).1 The authors point out that “historically, observation of a patient's (social communication) has not been part of the routine psychiatric mental status examination,” and argue that this is an important missed opportunity for clinicians. Several direct observation methods exist for identifying and/or monitoring changes in social communication deficits associated with ASD.2 Despite their established diagnostic validity, it remains true that these measures used in isolation will result in a relatively high rate of “false positives”—usually comprising children who are better described with other diagnoses (eg, intellectual disability, language disorder, attention-deficit/hyperactivity disorder [ADHD]).2 This underscores the critical importance of context when interpreting observed social communication deficits.
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U2 - 10.1016/j.jaac.2020.07.006
DO - 10.1016/j.jaac.2020.07.006
M3 - Letter
C2 - 33126992
AN - SCOPUS:85094131697
VL - 59
SP - 1200
EP - 1202
JO - Journal of the American Academy of Child and Adolescent Psychiatry
JF - Journal of the American Academy of Child and Adolescent Psychiatry
SN - 0890-8567
IS - 11
ER -