Age and Adaptive Functioning in Children and Adolescents with ASD: The Effects of Intellectual Functioning and ASD Symptom Severity

Autor/inn/en	Hill, Trenesha L.; Gray, Sarah A. O.; Kamps, Jodi L.; Enrique Varela, R.
Titel	Age and Adaptive Functioning in Children and Adolescents with ASD: The Effects of Intellectual Functioning and ASD Symptom Severity
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 12, S.4074-4083 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2522-6
Schlagwörter	Severity (of Disability); Symptoms (Individual Disorders); Intellectual Development; Autism; Pervasive Developmental Disorders; Age Differences; Cognitive Structures; Adjustment (to Environment); Regression (Statistics); Children; Adolescents; Correlation + Suchen Sie Ihr Suchwort? Schweregrad; Psychiatrische Symptomatik; Mental development; Geistige Entwicklung; Autismus; Age; Difference; Age difference; Altersunterschied; Cognitive structure; Kognitive Struktur; Regression; Regressionsanalyse; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation
Abstract	The present study examined the moderating effects of intellectual functioning and ASD symptom severity on the relation between age and adaptive functioning in 220 youth with autism spectrum disorder (ASD). Regression analysis indicated that intellectual functioning and ASD symptom severity moderated the relation between age and adaptive functioning. For younger children with lower intellectual functioning, higher ASD symptom severity was associated with better adaptive functioning than that of those with lower ASD symptom severity. Similarly, for older children with higher intellectual functioning, higher ASD symptom severity was associated with better adaptive functioning than that of those with lower ASD symptom severity. Analyses by subscales suggest that this pattern is driven by the Conceptual subscale. Clinical and research implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01