What Attributes Determine Severity of Function in Autism? A Web-Based Survey of Stakeholders

Autor/inn/en	Di Rezze, Briano; Rosenbaum, Peter; Zwaigenbaum, Lonnie
Titel	What Attributes Determine Severity of Function in Autism? A Web-Based Survey of Stakeholders
Quelle	In: Focus on Autism and Other Developmental Disabilities, 27 (2012) 1, S.39-41 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357611424906
Schlagwörter	Autism; Cerebral Palsy; Preschool Children; Classification; Internet; Pervasive Developmental Disorders; Severity (of Disability); Surveys; Stakeholders; Early Childhood Education + Suchen Sie Ihr Suchwort? Autismus; Hirnlähmung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Classification system; Klassifikation; Klassifikationssystem; Schweregrad; Survey; Umfrage; Befragung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Service providers and researchers in autism spectrum disorders (ASD) are challenged to categorize clinical variation in function. Classification systems for children with cerebral palsy have enabled clinicians and families to describe levels of function. A web-based survey engaged international ASD stakeholders to advise on considerations of function and constructs needed to classify functional subgroups of preschool children with ASD. All respondents (n = 56) believed that evaluating function was important; 95% reported that function was one way to subclassify preschool children with ASD. Two domains judged most important were communication language (55%) and social function (22%). Respondent comments indicated that these domains were difficult to disentangle. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10