Premium
Where are they now? An autism follow‐up study
Author(s) -
McDonald Jenny,
Milne Susan,
Masi Anne,
Zieba Jerzy,
Eapen Valsamma
Publication year - 2021
Publication title -
journal of paediatrics and child health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.631
H-Index - 76
eISSN - 1440-1754
pISSN - 1034-4810
DOI - 10.1111/jpc.15193
Subject(s) - vineland adaptive behavior scale , adaptive behavior , autism , medicine , adaptive behaviour , wechsler adult intelligence scale , autism diagnostic observation schedule , autism spectrum disorder , cognition , clinical psychology , adaptive functioning , intelligence quotient , pediatrics , developmental psychology , psychiatry , psychology
Aim To explore the stability of diagnosis and the relationship between behavioural, adaptive and developmental skills in early to middle childhood in children with autism spectrum disorder (ASD). Methods Fifty‐four children recruited to the study were diagnosed with ASD before 42 months. Outcomes at follow‐up after a mean interval of 64 months were measured using the Autism Diagnostic Observation Schedule, Vineland‐II adaptive scale and Wechsler Intelligence Scale for Children and parental survey data. Scores before school were compared with follow‐up data through descriptive, correlational and multiple regression analyses. Results ASD was confirmed in all children at follow‐up (mean age 10 years). Fifty‐eight percent of children were enrolled in a supported educational class or school and 42% were taking a psychotropic medication. Adaptive function improved significantly in 19% of children. Developmental and adaptive behavioural scores before school correlated with cognitive, behaviour and adaptive assessments at follow‐up. Conclusion At follow‐up, the diagnosis was confirmed in all children. The children showed gains in their adaptive skills but and many required ongoing educational and behavioural support. Early developmental and adaptive assessments reliably predicted later educational support needs, cognitive and adaptive function and are a useful component of a diagnostic assessment.