Trajectory of Development in Adolescents and Adults with Autism

Autor/inn/en	Seltzer, Marsha Mailick; Shattuck, Paul; Abbeduto, Leonard; Greenberg, Jan S.
Titel	Trajectory of Development in Adolescents and Adults with Autism
Quelle	In: Mental Retardation and Developmental Disabilities Research Reviews, 10 (2004) 4, S.234-247 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1080-4013
DOI	10.1002/mrdd.20038
Schlagwörter	Autism; Adolescents; Adults; Literature Reviews; Symptoms (Individual Disorders); Comparative Analysis; Age Differences; Skill Development; Intelligence Quotient; Adolescent Development; Interpersonal Competence; Communication Problems; Social Behavior; Antisocial Behavior; Clinical Diagnosis; Cognitive Ability; Predictor Variables; Behavior Problems; Physical Health; Drug Therapy; Family Relationship + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Psychiatrische Symptomatik; Age; Difference; Age difference; Altersunterschied; Kompetenzentwicklung; Qualifikationsentwicklung; Intelligenzquotient; Interpersonale Kompetenz; Kommunikationsbarriere; Social behaviour; Soziales Verhalten; Denkfähigkeit; Prädiktor; Gesundheitszustand
Abstract	This article seeks to elucidate the trajectory of development in adolescents and adults with autism. Prospective, retrospective, and cross-sectional studies are reviewed to reveal the manifestation of and changes in the core symptoms of autism in adolescence and adulthood. Comparing children with adolescents and adults, modest degrees of symptom abatement and improvement in skills have been documented in multiple studies, as are increases in verbal and decreases in performance IQ. Nevertheless, most individuals do not attain normative outcomes in adulthood and continue to manifest significant degrees of symptomatology and dependency. However, a small sub-group (about 15%) has more favorable adult outcomes. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10