Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children / Cheryl DISSANAYAKE ; Ifrah ABDULLAHI ; Aselcc Team THE VICTORIAN in Journal of Autism and Developmental Disorders, 55-7 (July 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2587-2597 Titre : Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Cheryl DISSANAYAKE, Auteur ; Ifrah ABDULLAHI, Auteur ; Aselcc Team THE VICTORIAN, Auteur Article en page(s) : p.2587-2597 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children?s likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities. En ligne : https://doi.org/10.1007/s10803-024-06654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559 [article] Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children [Texte imprimé et/ou numérique] / Cheryl DISSANAYAKE, Auteur ; Ifrah ABDULLAHI, Auteur ; Aselcc Team THE VICTORIAN, Auteur . - p.2587-2597. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-7 (July 2025) . - p.2587-2597 Index. décimale : PER Périodiques Résumé : Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children?s likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities. En ligne : https://doi.org/10.1007/s10803-024-06654-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559

Predictors of Developmental and Adaptive Behaviour Outcomes in Response to Early Intensive Behavioural Intervention and the Early Start Denver Model / Susan GLENCROSS ; Karen MCKINNON ; Kristelle HUDRY ; Cheryl DISSANAYAKE ; Giacomo VIVANTI ; Aselcc Team THE VICTORIAN in Journal of Autism and Developmental Disorders, 54-7 (July 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2668-2681 Titre : Predictors of Developmental and Adaptive Behaviour Outcomes in Response to Early Intensive Behavioural Intervention and the Early Start Denver Model Type de document : Texte imprimé et/ou numérique Auteurs : Susan GLENCROSS, Auteur ; Karen MCKINNON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur ; Giacomo VIVANTI, Auteur ; Aselcc Team THE VICTORIAN, Auteur Article en page(s) : p.2668-2681 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged children receiving one of two community early intervention approaches. Our main objective was to understand which baseline child characteristics might be associated with the degree of individual response to intervention-whether prognostically (i.e., irrespective of intervention received) or predictively (i.e., specifically in the context of one or other EI approach). Participants comprised two matched groups of preschool-aged autistic children receiving either Group-based Early Start Denver Model (G-ESDM; n = 42) delivered in a 1:3-4 staff:child ratio or an Early Intensive Behavioural Intervention (EIBI; n = 40) delivered in combination of 1:1 and 1:2 staff:child ratio. Over an approximate one-year follow-up period, children in both groups made significant gains in Developmental Quotient (DQ) scores, and trend-level gains in adaptive behaviour composite scores. Higher attention to a playful adult measured via an eye-tracking task was prognostically indicative of better verbal DQ and adaptive behaviour outcomes for the cohort overall. Moderation analyses indicated a single predictive effect-of pre-program sustained attention for subsequent NVDQ outcomes specific to those children receiving G-ESDM. These findings suggest that fine-grained measures of learning skills offer promise towards the selection and tailoring of intervention approaches to meet individual children?s learning needs. En ligne : https://doi.org/10.1007/s10803-023-05993-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Predictors of Developmental and Adaptive Behaviour Outcomes in Response to Early Intensive Behavioural Intervention and the Early Start Denver Model [Texte imprimé et/ou numérique] / Susan GLENCROSS, Auteur ; Karen MCKINNON, Auteur ; Kristelle HUDRY, Auteur ; Cheryl DISSANAYAKE, Auteur ; Giacomo VIVANTI, Auteur ; Aselcc Team THE VICTORIAN, Auteur . - p.2668-2681. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-7 (July 2024) . - p.2668-2681 Index. décimale : PER Périodiques Résumé : Many autistic children require support to meet their learning needs. Given the heterogeneity within the autism spectrum it is plausible that different types of support might be better suited to different children. However, knowledge on what interventions work best for which children is limited. We examined the outcomes of autistic preschool-aged children receiving one of two community early intervention approaches. Our main objective was to understand which baseline child characteristics might be associated with the degree of individual response to intervention-whether prognostically (i.e., irrespective of intervention received) or predictively (i.e., specifically in the context of one or other EI approach). Participants comprised two matched groups of preschool-aged autistic children receiving either Group-based Early Start Denver Model (G-ESDM; n = 42) delivered in a 1:3-4 staff:child ratio or an Early Intensive Behavioural Intervention (EIBI; n = 40) delivered in combination of 1:1 and 1:2 staff:child ratio. Over an approximate one-year follow-up period, children in both groups made significant gains in Developmental Quotient (DQ) scores, and trend-level gains in adaptive behaviour composite scores. Higher attention to a playful adult measured via an eye-tracking task was prognostically indicative of better verbal DQ and adaptive behaviour outcomes for the cohort overall. Moderation analyses indicated a single predictive effect-of pre-program sustained attention for subsequent NVDQ outcomes specific to those children receiving G-ESDM. These findings suggest that fine-grained measures of learning skills offer promise towards the selection and tailoring of intervention approaches to meet individual children?s learning needs. En ligne : https://doi.org/10.1007/s10803-023-05993-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

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