Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age

Autor/inn/en	Clark, Megan L. E.; Barbaro, Josephine; Dissanayake, Cheryl
Titel	Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 2, S.328-339 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2954-7
Schlagwörter	Autism; Pervasive Developmental Disorders; Toddlers; Children; Cognitive Ability; Young Children; Motor Development; Intelligence Tests; Cognitive Development; Severity (of Disability); Diagnostic Tests; Observation; Developmental Disabilities; Intellectual Disability; Clinical Diagnosis; Reliability; Mullen Scales of Early Learning; Wechsler Preschool and Primary Scale of Intelligence; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Infant; Infants; Toddler; Kleinkind; Child; Kind; Kinder; Denkfähigkeit; Frühe Kindheit; Motorische Entwicklung; Intelligence test; Intelligenztest; Kognitive Entwicklung; Schweregrad; Diagnostic test; Diagnostischer Test; Beobachtung; Entwicklungsstörung; Intellect; Disability; Disabilities; Verstand; Behinderung; Reliabilität
Abstract	This paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24 months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism Diagnostic Observation Schedule (ADOS). Results: Developmental Disability/Intellectual Disability (DD/ID; Developmental Quotient <70) reduced from 64% at 24-months to 8% at outcome. Seventy-three percent of children continued to meet ADOS cut-off at school age. Conclusion: Diagnoses at 24-months, appear to be reliable and stable. Further research is needed to investigate whether early identification, which provides more opportunity to access early intervention, may in turn facilitate cognitive development over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01