Literaturnachweis - Detailanzeige
| Autor/inn/en | Tomaszewski, Brianne; Hepburn, Susan; Blakeley-Smith, Audrey; Rogers, Sally J. |
|---|---|
| Titel | Developmental Trajectories of Adaptive Behavior from Toddlerhood to Middle Childhood in Autism Spectrum Disorder |
| Quelle | In: American Journal on Intellectual and Developmental Disabilities, 125 (2020) 3, S.155-169 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1944-7515 |
| Schlagwörter | Adjustment (to Environment); Autism; Pervasive Developmental Disorders; Behavior Problems; Child Behavior; Age Differences; Predictor Variables; Communication Skills; Daily Living Skills; Social Behavior; Executive Function; Severity (of Disability); Socialization; Toddlers; Children; Vineland Adaptive Behavior Scales; Autism Diagnostic Observation Schedule |
| Abstract | Longitudinal growth modeling was utilized to examine adaptive behavior over eight years across the three time points (i.e., ages 2-10). Seventy-six parents completed the Vineland Adaptive Behavior Scales interviews of adaptive behavior. Child participants completed standardized developmental testing and an executive function task in toddlerhood and the Autism Diagnostic Observation Schedule across all time points. Growth models were specified for communication, daily living skills, and socialization domains of adaptive behavior. Mental age in toddlerhood was a significant predictor of trajectories of communication, daily living skills, and socialization. Executive function and autism severity were significant predictors of socialization. Findings suggest executive function as a potential target for promoting the growth of adaptive behavior skills in addition to autism symptomology. (As Provided). |
| Anmerkungen | American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://www.aaiddjournals.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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