Child Characteristics Associated with Outcome for Children with Autism in a School-Based Behavioral Intervention

Autor/inn/en	Pellecchia, Melanie; Connell, James E.; Kerns, Connor M.; Xie, Ming; Marcus, Steven C.; Mandell, David S.
Titel	Child Characteristics Associated with Outcome for Children with Autism in a School-Based Behavioral Intervention
Quelle	In: Autism: The International Journal of Research and Practice, 20 (2016) 3, S.321-329 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361315577518
Schlagwörter	Autism; Pervasive Developmental Disorders; Individual Characteristics; Outcomes of Treatment; Predictor Variables; Kindergarten; Elementary School Students; Grade 1; Grade 2; Urban Schools; Public Schools; Cognitive Ability; Intervention; Behavior Modification; Child Behavior; Regression (Statistics); Anxiety; Diagnostic Tests; Observation; Age Differences; Autism Diagnostic Observation Schedule + Suchen Sie Ihr Suchwort? Autismus; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Denkfähigkeit; Behaviour modification; Verhaltensänderung; Regression; Regressionsanalyse; Angst; Diagnostic test; Diagnostischer Test; Beobachtung; Age; Difference; Age difference; Altersunterschied
Abstract	This study examined the extent to which clinical and demographic characteristics predicted outcome for children with autism spectrum disorder. Participants included 152 students with autism spectrum disorder in 53 kindergarten-through-second-grade autism support classrooms in a large urban public school district. Associations between child characteristics (including age, language ability, autism severity, social skills, adaptive behavior, co-occurring psychological symptoms, and restrictive and repetitive behavior) and outcome, as measured by changes in cognitive ability following one academic year of an intervention standardized across the sample were evaluated using linear regression with random effects for classroom. While several scales and subscales had statistically significant bivariate associations with outcome, in adjusted analysis, only age and the presence of symptoms associated with social anxiety, such as social avoidance and social fearfulness, as measured through the Child Symptom Inventory-4, were associated with differences in outcome. The findings regarding the role of social anxiety are new and have important implications for treatment. Disentangling the construct of social anxiety to differentiate between social fearfulness and social motivation has important implications for shifting the focus of early treatment for children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01