Longitudinal Examination of Wandering in Children and Adolescents With Autism / Lisa D. WIGGINS in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2107-2116 Titre : Longitudinal Examination of Wandering in Children and Adolescents With Autism Type de document : texte imprimé Auteurs : Lisa D. WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur ; Katherine OVERWYK, Auteur ; Patrick POWELL, Auteur ; Angela THOMPSON-PAUL, Auteur ; Eric MOODY, Auteur ; Cy NADLER, Auteur ; Nuri REYES, Auteur ; Sarah TINKER, Auteur Article en page(s) : p.2107-2116 Langues : Anglais (eng) Mots-clés : autism  prevention  safety  wandering Index. décimale : PER Périodiques Résumé : Wandering – or leaving a supervised space and/or care of a responsible person – disproportionately affects children with autism and can lead to serious injury. We describe parent-reported wandering in children with autism in early childhood and adolescence and characterize wandering in adolescence. Of 258 teens with autism enrolled in the Study to Explore Early Development, caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Childhood externalizing behavior problems were positively associated with wandering only in early childhood and at least once in adolescence compared to never wandered (both p < .01). Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In conclusion, wandering is less common among adolescents than young children with autism but still presents opportunities for intervention. These findings can help partners communicate that childhood externalizing behavior problems are associated with wandering regardless of age and promote awareness of and access to interventions that can improve health and safety.Lay Abstract Wandering occurs when a child leaves a safe space. Children with autism wander more than other children. This can lead to serious injury. We describe wandering in children and adolescents with autism. In total, 258 teens with autism were included in the analysis. Caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Children with behaviors like hyperactivity were more likely to wander in both early childhood and adolescence. Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In sum, wandering is less common among adolescents than young children with autism. However, we can still help families with adolescents with autism who wander. One way to help these families is to educate people that behavior problems like hyperactivity are associated with wandering regardless of age. Another way to help these families is to increase ways to address wandering away from the home to keep adolescents with autism safe. En ligne : https://dx.doi.org/10.1177/13623613261459642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Longitudinal Examination of Wandering in Children and Adolescents With Autism [texte imprimé] / Lisa D. WIGGINS, Auteur ; Carolyn DIGUISEPPI, Auteur ; Katherine OVERWYK, Auteur ; Patrick POWELL, Auteur ; Angela THOMPSON-PAUL, Auteur ; Eric MOODY, Auteur ; Cy NADLER, Auteur ; Nuri REYES, Auteur ; Sarah TINKER, Auteur . - p.2107-2116. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2107-2116 Mots-clés : autism  prevention  safety  wandering Index. décimale : PER Périodiques Résumé : Wandering – or leaving a supervised space and/or care of a responsible person – disproportionately affects children with autism and can lead to serious injury. We describe parent-reported wandering in children with autism in early childhood and adolescence and characterize wandering in adolescence. Of 258 teens with autism enrolled in the Study to Explore Early Development, caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Childhood externalizing behavior problems were positively associated with wandering only in early childhood and at least once in adolescence compared to never wandered (both p < .01). Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In conclusion, wandering is less common among adolescents than young children with autism but still presents opportunities for intervention. These findings can help partners communicate that childhood externalizing behavior problems are associated with wandering regardless of age and promote awareness of and access to interventions that can improve health and safety.Lay Abstract Wandering occurs when a child leaves a safe space. Children with autism wander more than other children. This can lead to serious injury. We describe wandering in children and adolescents with autism. In total, 258 teens with autism were included in the analysis. Caregivers reported that 45% never wandered, 41% wandered only in early childhood, and 14% wandered at least once in adolescence (including 9% that wandered at both time points). Children with behaviors like hyperactivity were more likely to wander in both early childhood and adolescence. Adolescents who wandered most often left public places (58.3%). To address wandering, caregivers most often added home locks/alarms (30.6%) and least often placed a tracking device (8.3%) on the adolescent. In sum, wandering is less common among adolescents than young children with autism. However, we can still help families with adolescents with autism who wander. One way to help these families is to educate people that behavior problems like hyperactivity are associated with wandering regardless of age. Another way to help these families is to increase ways to address wandering away from the home to keep adolescents with autism safe. En ligne : https://dx.doi.org/10.1177/13623613261459642 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

Proximity of Maternal Time of Immigration to Child's Birth Is Associated With Autism Spectrum Disorder With Early Learning Delay Among Immigrant Populations in the United States: Findings From the Study to Explore Early Development / Kaylynn AIONA in Autism Research, 18-12 (December 2025)  

Public ISBD [article]  inAutism Research > 18-12 (December 2025) . - p.2419-2430 Titre : Proximity of Maternal Time of Immigration to Child's Birth Is Associated With Autism Spectrum Disorder With Early Learning Delay Among Immigrant Populations in the United States: Findings From the Study to Explore Early Development Type de document : texte imprimé Auteurs : Kaylynn AIONA, Auteur ; Tessa CRUME, Auteur ; Nuri REYES, Auteur ; Sarah J. SCHMIEGE, Auteur ; Janine YOUNG, Auteur ; Brady HOLST, Auteur ; Maureen S. DURKIN, Auteur ; Melissa MAGALLANES, Auteur ; Carolyn DIGUISEPPI, Auteur Article en page(s) : p.2419-2430 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  early learning delay  health disparities  immigrant  intellectual disability  migrant Index. décimale : PER Périodiques Résumé : ABSTRACT Our objective was to examine the relationship between the timing of parental US immigration and autism spectrum disorder (ASD) without early learning delay (ELD), ASD with ELD, and ELD alone among US-born children. We analyzed data from a multi-site case?control study that recruited children aged 2?5?years with ASD or non-ASD developmental disorders and same-age population controls. Parental demographics were collected from caregivers at study enrollment. Mullen Scales of Early Learning ≤?70 was used to define ELD. Among children with a non-US-born parent (N?=?1048), we used multinomial logistic regression to examine time from parental immigration to the child's birth in relation to ASD alone, ASD with ELD (ASD?+?ELD), and ELD alone compared to population controls. Having a non-US-born mother (regardless of the father's birthplace) versus a non-US-born father only was evaluated as a potential effect modifier. Among those with a non-US-born mother, closer proximity of maternal time of immigration to the child's birth is associated with increased odds for ASD?+?ELD and ELD alone. There was no significant association between years since US arrival and ASD alone. Among those with a non-US-born father only, we did not observe a significant relationship between time since paternal US arrival and ASD/ELD categories. Our study suggests that time-varying exposures among immigrant mothers may be of importance for the development of ASD?+?ELD and ELD alone in the offspring. These results may inform research into the etiology of ASD and ELD and ways to support immigrant women of childbearing age. En ligne : https://doi.org/10.1002/aur.70133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578 [article] Proximity of Maternal Time of Immigration to Child's Birth Is Associated With Autism Spectrum Disorder With Early Learning Delay Among Immigrant Populations in the United States: Findings From the Study to Explore Early Development [texte imprimé] / Kaylynn AIONA, Auteur ; Tessa CRUME, Auteur ; Nuri REYES, Auteur ; Sarah J. SCHMIEGE, Auteur ; Janine YOUNG, Auteur ; Brady HOLST, Auteur ; Maureen S. DURKIN, Auteur ; Melissa MAGALLANES, Auteur ; Carolyn DIGUISEPPI, Auteur . - p.2419-2430. Langues : Anglais (eng) in Autism Research > 18-12 (December 2025) . - p.2419-2430 Mots-clés : autism spectrum disorder  early learning delay  health disparities  immigrant  intellectual disability  migrant Index. décimale : PER Périodiques Résumé : ABSTRACT Our objective was to examine the relationship between the timing of parental US immigration and autism spectrum disorder (ASD) without early learning delay (ELD), ASD with ELD, and ELD alone among US-born children. We analyzed data from a multi-site case?control study that recruited children aged 2?5?years with ASD or non-ASD developmental disorders and same-age population controls. Parental demographics were collected from caregivers at study enrollment. Mullen Scales of Early Learning ≤?70 was used to define ELD. Among children with a non-US-born parent (N?=?1048), we used multinomial logistic regression to examine time from parental immigration to the child's birth in relation to ASD alone, ASD with ELD (ASD?+?ELD), and ELD alone compared to population controls. Having a non-US-born mother (regardless of the father's birthplace) versus a non-US-born father only was evaluated as a potential effect modifier. Among those with a non-US-born mother, closer proximity of maternal time of immigration to the child's birth is associated with increased odds for ASD?+?ELD and ELD alone. There was no significant association between years since US arrival and ASD alone. Among those with a non-US-born father only, we did not observe a significant relationship between time since paternal US arrival and ASD/ELD categories. Our study suggests that time-varying exposures among immigrant mothers may be of importance for the development of ASD?+?ELD and ELD alone in the offspring. These results may inform research into the etiology of ASD and ELD and ways to support immigrant women of childbearing age. En ligne : https://doi.org/10.1002/aur.70133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=578

The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development / Olivia M. POKOSKI in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.1971-1985 Titre : The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development Type de document : texte imprimé Auteurs : Olivia M. POKOSKI, Auteur ; Hideko ENGEL, Auteur ; Sarah M. FURNIER, Auteur ; Ronald GANGNON, Auteur ; Patrick POWELL, Auteur ; Nuri REYES, Auteur ; Brittany G. TRAVERS, Auteur ; Lisa D. WIGGINS, Auteur ; Maureen S. DURKIN, Auteur Article en page(s) : p.1971-1985 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  child  epidemiology  motor skills  preschool  social behavior Index. décimale : PER Périodiques Résumé : Motor difficulties are common in autistic individuals and may contribute to challenges in social development. Understanding the association between motor and social skills could inform interventions to improve developmental outcomes. Using data from the Study to Explore Early Development—a large, diverse sample of rigorously characterized preschool-aged autistic children in the United States—we aimed to (a) describe the frequency of motor challenges using multiple standardized instruments; and (b) evaluate associations between motor and social skills. Children were identified from health and education organizations and birth records. Caregivers completed standardized interviews and questionnaires, and children completed comprehensive developmental evaluations to determine autism status. Among 2,039 children meeting the study autism criteria, 67.3% exhibited motor scores ⩾2 standard deviations below the mean on at least one measure. Motor difficulties were more prevalent in the fine motor (up to 63.4%) than gross motor (14.2%) domain and among children with significant visual reception delays (up to 92.8%) than those without these delays (up to 32.0%). After adjusting for covariates, fine motor skills were significantly associated with social challenges in both functional and autism-specific domains. These findings highlight the importance of motor development in early autism evaluations.Lay abstract Many autistic children have challenges with movement skills, such as crawling, walking, or using their hands for tasks like drawing or eating. These motor difficulties can also affect how children learn, play, and interact with others. Understanding how motor and social skills are connected may help improve early support for autistic children. This study used data from the Study to Explore Early Development, a large research project that included preschool-aged autistic children from diverse communities across the United States. Parents completed interviews and surveys about their child’s development, and each child was evaluated by trained professionals to better understand their strengths and needs. We looked at over 2,000 autistic children and found that about 67% (two out of three) had motor skill scores that were well below what’s typical for their age. Motor difficulties were more common when children used small muscles in the hands and fingers, like when drawing or eating, than when they used large muscles, like when crawling or walking. We also found that children with stronger motor skills tended to have fewer social challenges. These results show that motor delays are not only common in young autistic children but may also be linked to how they develop social skills. Spotting motor difficulties early could help families and professionals better support each child’s development. Supporting motor skills in early childhood, along with communication and behavior, might help autistic children build stronger social connections. By raising awareness about the role of motor skills in autism, we could help make interventions more effective and equitable, leading to autistic children learning, playing, and connecting with others more easily. En ligne : https://dx.doi.org/10.1177/13623613261447759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] The Association Between Motor and Social Skills in Young Autistic Children Enrolled in the Study to Explore Early Development [texte imprimé] / Olivia M. POKOSKI, Auteur ; Hideko ENGEL, Auteur ; Sarah M. FURNIER, Auteur ; Ronald GANGNON, Auteur ; Patrick POWELL, Auteur ; Nuri REYES, Auteur ; Brittany G. TRAVERS, Auteur ; Lisa D. WIGGINS, Auteur ; Maureen S. DURKIN, Auteur . - p.1971-1985. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.1971-1985 Mots-clés : autism spectrum disorder  child  epidemiology  motor skills  preschool  social behavior Index. décimale : PER Périodiques Résumé : Motor difficulties are common in autistic individuals and may contribute to challenges in social development. Understanding the association between motor and social skills could inform interventions to improve developmental outcomes. Using data from the Study to Explore Early Development—a large, diverse sample of rigorously characterized preschool-aged autistic children in the United States—we aimed to (a) describe the frequency of motor challenges using multiple standardized instruments; and (b) evaluate associations between motor and social skills. Children were identified from health and education organizations and birth records. Caregivers completed standardized interviews and questionnaires, and children completed comprehensive developmental evaluations to determine autism status. Among 2,039 children meeting the study autism criteria, 67.3% exhibited motor scores ⩾2 standard deviations below the mean on at least one measure. Motor difficulties were more prevalent in the fine motor (up to 63.4%) than gross motor (14.2%) domain and among children with significant visual reception delays (up to 92.8%) than those without these delays (up to 32.0%). After adjusting for covariates, fine motor skills were significantly associated with social challenges in both functional and autism-specific domains. These findings highlight the importance of motor development in early autism evaluations.Lay abstract Many autistic children have challenges with movement skills, such as crawling, walking, or using their hands for tasks like drawing or eating. These motor difficulties can also affect how children learn, play, and interact with others. Understanding how motor and social skills are connected may help improve early support for autistic children. This study used data from the Study to Explore Early Development, a large research project that included preschool-aged autistic children from diverse communities across the United States. Parents completed interviews and surveys about their child’s development, and each child was evaluated by trained professionals to better understand their strengths and needs. We looked at over 2,000 autistic children and found that about 67% (two out of three) had motor skill scores that were well below what’s typical for their age. Motor difficulties were more common when children used small muscles in the hands and fingers, like when drawing or eating, than when they used large muscles, like when crawling or walking. We also found that children with stronger motor skills tended to have fewer social challenges. These results show that motor delays are not only common in young autistic children but may also be linked to how they develop social skills. Spotting motor difficulties early could help families and professionals better support each child’s development. Supporting motor skills in early childhood, along with communication and behavior, might help autistic children build stronger social connections. By raising awareness about the role of motor skills in autism, we could help make interventions more effective and equitable, leading to autistic children learning, playing, and connecting with others more easily. En ligne : https://dx.doi.org/10.1177/13623613261447759 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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