Outcome of Young Children with Autism: Does the Amount of Intervention Influence Developmental Trajectories?

Autor/inn/en	Darrou, Celine; Pry, Rene; Pernon, Eric; Michelon, Cecile; Aussilloux, Charles; Baghdadli, Amaria
Titel	Outcome of Young Children with Autism: Does the Amount of Intervention Influence Developmental Trajectories?
Quelle	In: Autism: The International Journal of Research and Practice, 14 (2010) 6, S.663-677 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361310374156
Schlagwörter	Intervention; Autism; Young Children; Risk; Adjustment (to Environment); Severity (of Disability); Communication Skills; Investigations; Longitudinal Studies; Symptoms (Individual Disorders); Student Behavior; Schemata (Cognition); Outcomes of Treatment; Age Differences; Foreign Countries; France; Luxembourg; Switzerland + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Risiko; Schweregrad; Kommunikationsstil; Untersuchung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psychiatrische Symptomatik; Student behaviour; Schülerverhalten; Cognition; Schema; Kognition; Age; Difference; Age difference; Altersunterschied; Ausland; Frankreich; Schweiz
Abstract	The study aims were to identify developmental trajectories of young children with autism and investigate their prognostic factors. The participants were 208 children, assessed first at the age of 5 years, followed longitudinally, and reassessed 3 years later. The children's clinical characteristics and the interventions received were recorded. The results indicated two distinct outcome groups with more stability than change. When changes did occur, they pertained to symptom severity (which decreased) and speech level and adaptive behavior (which improved). A logistic regression analysis pointed out two main risk factors (symptom severity and speech level) and two main protection factors (communication skills and person-related cognition). Surprisingly, the amount of intervention (in terms of number of hours) was not related to outcome. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10