Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder

Autor/inn/en	Di Rezze, B.; Duku, E.; Szatmari, P.; Volden, J.; Georgiades, S.; Zwaigenbaum, L.; Smith, I. M.; Vaillancourt, T.; Bennett, T. A.; Elsabbagh, M.; Thompson, A.; Ungar, W. J.; Waddell, C.
Titel	Examining Trajectories of Daily Living Skills over the Preschool Years for Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 49 (2019) 11, S.4390-4399 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04150-6
Schlagwörter	Daily Living Skills; Preschool Children; Autism; Pervasive Developmental Disorders; Scores; Symptoms (Individual Disorders); Severity (of Disability); Longitudinal Studies; Clinical Diagnosis; Grade 1; Correlation; Age Differences; Stereotypes; Developmental Stages; Language Skills; Adjustment (to Environment); Behavior Rating Scales; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Alltagsfertigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Psychiatrische Symptomatik; Schweregrad; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Age; Difference; Age difference; Altersunterschied; Klischee; Language skill; Sprachkompetenz
Abstract	Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01