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dc.contributor.authorClark, Megan LE
dc.contributor.authorBarbaro, Josephine
dc.contributor.authorDissanayake, Cheryl
dc.date.accessioned2020-04-29T04:24:07Z
dc.date.available2020-04-29T04:24:07Z
dc.date.issued2017
dc.identifier.issn0162-3257
dc.identifier.doi10.1007/s10803-016-2954-7
dc.identifier.urihttp://hdl.handle.net/10072/393486
dc.description.abstractThis paper charted the cognitive and behavioural profiles from toddlerhood to middle childhood in 48 children diagnosed with ASD at 24-months. The Mullen Scales of Early Learning (MSEL) was administered at 24- and 48-months and the Wechsler Abbreviated Scale of Intelligence (WASI) at school age. Autism severity was derived using The Autism Diagnostic Observation Schedule (ADOS) Results: Developmental Disability/Intellectual Disability (DD/ID; Developmental Quotient <70) reduced from 64% at 24-months to 8% at outcome. Seventy-three percent of children continued to meet ADOS cut-off at school age. Conclusion: Diagnoses at 24-months, appear to be reliable and stable. Further research is needed to investigate whether early identification, which provides more opportunity to access early intervention, may in turn facilitate cognitive development over time.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer Science and Business Media LLC
dc.relation.ispartofpagefrom328
dc.relation.ispartofpageto339
dc.relation.ispartofissue2
dc.relation.ispartofjournalJournal of Autism and Developmental Disorders
dc.relation.ispartofvolume47
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode17
dc.titleContinuity and Change in Cognition and Autism Severity from Toddlerhood to School Age
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationClark, MLE; Barbaro, J; Dissanayake, C, Continuity and Change in Cognition and Autism Severity from Toddlerhood to School Age, Journal of Autism and Developmental Disorders, 2017, 47 (2), pp. 328-339
dc.date.updated2020-04-28T22:44:14Z
gro.hasfulltextNo Full Text
gro.griffith.authorClark, Megan


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