Phenotypic Overlap between Core Diagnostic Features and Emotional/Behavioral Problems in Preschool Children with Autism Spectrum Disorder

Autor/inn/en	Georgiades, Stelios; Szatmari, Peter; Duku, Eric; Zwaigenbaum, Lonnie; Bryson, Susan; Roberts, Wendy; Fombonne, Eric; Mirenda, Pat; Smith, Isabel; Vaillancourt, Tracy; Volden, Joanne; Waddell, Charlotte; Thompson, Ann
Titel	Phenotypic Overlap between Core Diagnostic Features and Emotional/Behavioral Problems in Preschool Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 41 (2011) 10, S.1321-1329 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-010-1158-9
Schlagwörter	Autism; Preschool Children; Pervasive Developmental Disorders; Behavior Problems; Emotional Problems; Clinical Diagnosis; Symptoms (Individual Disorders); Cognitive Ability; Language Skills; Interpersonal Competence; Interpersonal Communication; Correlation; Stress Variables; Parents + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Psychiatrische Symptomatik; Denkfähigkeit; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Interpersonale Kommunikation; Korrelation; Eltern
Abstract	This study examined the phenotypic overlap between core diagnostic features and emotional/behavioral problems in a sample of 335 preschool children with autism spectrum disorder (ASD). Results from principal component analysis (2 components; 49.70% variance explained) suggested substantial phenotypic overlap between core diagnostic features and emotional/behavioral problems. Component I, Emotional Behavioral Repetitive Problems, was independent of the children's intellectual, adaptive functioning, and structural language abilities. Component II, Social Communication Deficits, was negatively related to the children's intellectual, adaptive functioning, and structural language abilities. Both components were positively related to parental stress. This exploratory study contributes to our understanding of the ASD phenotype and provides further support for including emotional/behavioral problems as part of the clinical characterization of children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10