School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder / Megan L. E. CLARK in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Titre : School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Megan L. E. CLARK, Auteur ; Z. VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.92-102 Langues : Anglais (eng) Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336 [article] School Age Outcomes of Children Diagnosed Early and Later with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Megan L. E. CLARK, Auteur ; Z. VINEN, Auteur ; Josephine BARBARO, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.92-102. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.92-102 Mots-clés : Behaviour  Cognition  Early and later diagnosis  Outcomes  School age Index. décimale : PER Périodiques Résumé : Early diagnosis of Autism Spectrum Disorder is considered best practice, increasing access to early intervention. Yet, many children are diagnosed after 3-years. The current study investigated the school age outcomes of children who received an early and later diagnosis of ASD. The cognitive and behavioural outcomes of children diagnosed early (n = 48), were compared to children diagnosed after 3-years (n = 37). Children diagnosed early accessed more intervention, demonstrated better verbal and overall cognition at school age, were more likely to attend mainstream school and required less ongoing support than children diagnosed later. Behavioural differences were not found between groups. Earlier diagnosis is important and is likely to promote more positive outcomes at school age due to increased opportunity for EI. En ligne : https://doi.org/10.1007/s10803-017-3279-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=336

School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions / Z. VINEN in Journal of Autism and Developmental Disorders, 48-5 (May 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683 Titre : School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Z. VINEN, Auteur ; M. CLARK, Auteur ; J. PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.1673-1683 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Community  Early Start Denver Model  Early intervention  Long-term  School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355 [article] School Age Outcomes of Children with Autism Spectrum Disorder Who Received Community-Based Early Interventions [Texte imprimé et/ou numérique] / Z. VINEN, Auteur ; M. CLARK, Auteur ; J. PAYNTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1673-1683. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-5 (May 2018) . - p.1673-1683 Mots-clés : Autism spectrum disorder  Community  Early Start Denver Model  Early intervention  Long-term  School age Index. décimale : PER Périodiques Résumé : This study followed children with Autism Spectrum Disorder (ASD) from early intervention into their early schooling years, when they were aged between 6 and 9 years, on autism symptom severity and cognitive functioning. The children, matched at pre-intervention, were compared on type of community provided service: 31 were in receipt of community-based group Early Start Denver Model and 28 had received other community provisions for ASD. Irrespective of groups, cognitive functioning was found to have significantly improved by school age compared to pre-intervention. Autism symptom severity increased during the same developmental period, seemingly driven by an increase in restricted and repetitive behaviours over time. In contrast, both groups displayed improved social affect by school age. En ligne : http://dx.doi.org/10.1007/s10803-017-3414-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=355

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