Autism after Adolescence: Population-Based 13- to 22-Year Follow-Up Study of 120 Individuals with Autism Diagnosed in Childhood

Autor/inn/en	Billstedt, Eva; Gillberg, Carina; Gillberg, Christopher
Titel	Autism after Adolescence: Population-Based 13- to 22-Year Follow-Up Study of 120 Individuals with Autism Diagnosed in Childhood
Quelle	In: Journal of Autism and Developmental Disorders, 35 (2005) 3, S.351-360 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-005-3302-5
Schlagwörter	Autism; Adolescents; Clinical Diagnosis; Measures (Individuals); Evaluation Criteria; Outcomes of Treatment; Intelligence Quotient; Individual Development; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Messdaten; Intelligenzquotient; Individuelle Entwicklung
Abstract	Background: Prospective population-based follow-up study of 120 individuals with autism followed from childhood to adulthood. Methods: Individuals with autism, diagnosed in childhood, were followed prospectively for a period of 13-22 years and re-evaluated at ages 17-40 years. The instruments used at follow-up were the DISCO, WAIS-R, WISC-III, Vineland Adaptive Behavior Scales, psychiatric-medical examination and GAF-scale. A set of criteria was used for the classification of outcomes, taking into consideration employment, higher education/vocational training, independent living and peer relations. Results: Six of the 120 (5%) had died at the time of follow-up, and six declined participation. Overall outcome was poor in 78% of cases. Only four individuals were independent albeit leading fairly isolated lives. Childhood IQ-level was positively correlated with better adult outcome, as was the existence of some communicative phrase speech at age six years. Conclusions: Children with autism as diagnosed in the 1960s, 1970s, and 1980s may have an even worse psychosocial outcome than previously believed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10