Longitudinal Epidemiological Study of Autism Subgroups Using Autism Treatment Evaluation Checklist (ATEC) Score

Autor/inn/en	Mahapatra, Shreyas; Khokhlovich, Edward; Martinez, Samantha; Kannel, Benjamin; Edelson, Stephen M.; Vyshedskiy, Andrey
Titel	Longitudinal Epidemiological Study of Autism Subgroups Using Autism Treatment Evaluation Checklist (ATEC) Score
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 5, S.1497-1508 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vyshedskiy, Andrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-018-3699-2
Schlagwörter	Autism; Pervasive Developmental Disorders; Check Lists; Diagnostic Tests; Children; Scores; Symptoms (Individual Disorders); Age Differences; Severity (of Disability); Developing Nations; Developed Nations; Epidemiology; Longitudinal Studies + Suchen Sie Ihr Suchwort? Autismus; Checkliste; Diagnostic test; Diagnostischer Test; Child; Kind; Kinder; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied; Schweregrad; Developing country; Developing countries; Entwicklungsland; Developed countries; Industriestaat; Industrieland; Epidemiologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Here we report the results of the subgroup analyses of an observational cohort of children whose parents completed the Autism Treatment Evaluation Checklist (ATEC) over the period of several years. A linear mixed effects model was used to evaluate longitudinal changes in ATEC scores within different patient subgroups. All groups decreased their mean ATEC score over time indicating improvement of symptoms, however there were significant differences between the groups. Younger children improved more than the older children. Children with milder ASD improved more than children with more severe ASD in the Communication subscale. There was no difference in improvement between females vs. males. One surprising finding was that children from developed English-speaking countries improved less than children from non-English-speaking countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01