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Developmental trajectories of adaptive behavior in autism spectrum disorder: a high‐risk sibling cohort
Author(s) -
Sacrey LoriAnn R.,
Zwaigenbaum Lonnie,
Bryson Susan,
Brian Jessica,
Smith Isabel M.,
Raza Sarah,
Roberts Wendy,
Szatmari Peter,
Vaillancourt Tracy,
Roncadin Caroline,
Garon Nancy
Publication year - 2019
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/jcpp.12985
Subject(s) - autism spectrum disorder , psychology , adaptive behavior , vineland adaptive behavior scale , autism , sibling , developmental psychology , cohort , psychological intervention , clinical psychology , pediatrics , psychiatry , medicine
Background Children with autism spectrum disorder ( ASD ) often experience impairments in adaptive behavior. Methods Developmental trajectories of adaptive behavior in ASD were examined in children from high‐risk (siblings of children diagnosed with ASD , n = 403) and low‐risk (no family history of ASD , n = 163) families. Children were assessed prospectively at 12, 18, 24, and 36 months of age using the Vineland Adaptive Behavior Scales and underwent a blind independent diagnostic assessment for ASD at 36 months of age. Results The semi‐parametric group‐based modeling approach using standard scores on the Adaptive Behavior Composite revealed three distinct developmental trajectories: (a) Group 1 (21.2% of sample) showed average performance at 12 months and a declining trajectory; (b) Group 2 (52.8% of the sample) showed average performance at 12 months with a slightly declining trajectory; and (c) Group 3 (26.0% of the sample) showed a higher level of adaptive behavior at 12 months and a stable trajectory. The Mullen Scales of Early Learning Early Learning Composite and the Autism Observation Scale for Infants total score at 6 and 12 months predicted trajectory membership. Conclusions The results emphasize heterogeneous development associated with ASD and the need for interventions tailored to individual presentations.