Early Characteristics of Children with ASD Who Demonstrate Optimal Progress between Age Two and Four

Autor/inn/en	Moulton, Emily; Barton, Marianne; Robins, Diana L.; Abrams, Danielle N.; Fein, Deborah
Titel	Early Characteristics of Children with ASD Who Demonstrate Optimal Progress between Age Two and Four
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 6, S.2160-2173 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2745-1
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Clinical Diagnosis; Improvement; Cognitive Processes; Language; Communication Skills; Interpersonal Competence; Predictor Variables; Behavior Problems; Severity (of Disability); Symptoms (Individual Disorders); Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitätssteigerung; Cognitive process; Kognitiver Prozess; Languages; Sprache; Kommunikationsstil; Interpersonale Kompetenz; Prädiktor; Schweregrad; Psychiatrische Symptomatik
Abstract	Although for many children, Autism Spectrum Disorder (ASD) is a lifelong disability, a subset of children with ASD lose their diagnosis and show typical cognitive and adaptive abilities. The ages at which this transition can occur is not known, but it sometimes occurs quite early. Participants in the current study were 207 children with an ASD at age two who were reevaluated at age four. Eighty-three percent retained an ASD diagnosis at reevaluation and 9% showed "optimal progress": clear ASD at age two but not at age four, and average cognition, language, communication and social skills at age four. Early child-level factors predicted optimal progress: diagnosis of PDD-NOS, fewer repetitive behaviors, less severe symptomatology and stronger adaptive skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01