Adaptive Function in Preschoolers in Relation to Developmental Delay and Diagnosis of Autism Spectrum Disorders: Insights from a Clinical Sample

Autor/inn/en	Milne, Susan L.; McDonald, Jenny L.; Comino, Elizabeth J.
Titel	Adaptive Function in Preschoolers in Relation to Developmental Delay and Diagnosis of Autism Spectrum Disorders: Insights from a Clinical Sample
Quelle	In: Autism: The International Journal of Research and Practice, 17 (2013) 6, S.743-753 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361312453091
Schlagwörter	Autism; Pervasive Developmental Disorders; Developmental Delays; Adjustment (to Environment); Preschool Children; Child Development; Correlation; Scores; Foreign Countries; Regression (Statistics); Multivariate Analysis; Australia; Autism Diagnostic Observation Schedule; Child Behavior Checklist; Childhood Autism Rating Scale + Suchen Sie Ihr Suchwort? Autismus; Entwicklungsverzögerung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Korrelation; Ausland; Regression; Regressionsanalyse; Multivariate Analyse; Australien
Abstract	This study aims to explore the relationship between developmental ability, autism and adaptive skills in preschoolers. Adaptive function was assessed in 152 preschoolers with autism, with and without developmental delay, and without autism, with and without developmental delay. Their overall adaptive function, measured by the general adaptive composite on the Adaptive Behaviour Assessment System, was closely correlated to developmental ability as measured by the general quotient on the Griffith Mental Development Scales. Children with autism performed significantly less well on both scales. Domain scores discriminated between children with and without autism, with poorer performance on both the social and practical domain scores for children with autism, even when controlling for the effects of development. Children with average development, both with and without autism, had lower adaptive skills than expected for their developmental level. The importance of considering domain scores as well as the general adaptive composite when determining support needs is emphasised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10