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Autism and developmental profiles in preschoolers: stability and change over time.

Artikel i vetenskaplig tidskrift
Författare Åsa Lundholm-Hedvall
Joakim Westerlund
Elisabeth Fernell
Anette Holm
Christopher Gillberg
Eva Billstedt
Publicerad i Acta paediatrica (Oslo, Norway : 1992)
Volym 103
Nummer/häfte 2
Sidor 174–181
ISSN 1651-2227
Publiceringsår 2014
Publicerad vid Gillbergcentrum
Sidor 174–181
Språk en
Länkar dx.doi.org/10.1111/apa.12455
Ämnesord Adaptive function;Autism spectrum disorder;Cognitive ability;Developmental profiles;Preschool children
Ämneskategorier Barn- och ungdomspsykiatri

Sammanfattning

AIM: Increasing numbers of young children are now being diagnosed with autism spectrum disorder (ASD). This study aimed to analyse developmental trajectories in a representative group of preschool children with ASD. METHOD: In a naturalistic study, 208 preschool children with different subtypes of ASD were followed over a 2-year period. Their trajectories, as regards persistence of ASD diagnoses, developmental/intellectual levels, adaptive functioning and expressive speech, were monitored. RESULTS: Developmental profiles showed considerable change over time, especially in children with atypical autism and in those with developmental delay/borderline intellectual functioning at their first assessment. Approximately 50% of the children were found to have intellectual disability (ID) at follow-up and, of these, the majority had severe ID. This was in contrast to the first assessment by the referral team when ID had rarely been mentioned or discussed. CONCLUSION: Changes in developmental profiles during preschool years are common in children with ASD. This implies that reassessments, covering different developmental areas, are needed. Such follow-up assessments prior to the start of school will yield a more valid estimation of the child's general cognitive level and a more accurate ASD diagnosis and thus form a better basis for realistic educational planning and intervention.

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