Journal ArticleDOI
The role of adaptive behavior in autism spectrum disorders: implications for functional outcome.
Stephen M. Kanne,Andrew J. Gerber,Linda M. Quirmbach,Sara S. Sparrow,Domenic V. Cicchetti,Celine Saulnier +5 more
TLDR
The results indicate that IQ is a strong predictor of adaptive behavior, the gap betweenIQ and adaptive impairments decreases in lower functioning individuals with ASD, and older individuals have a greater gap between IQ and adaptive skills.Abstract:
The relationship between adaptive functioning and autism symptomatology was examined in 1,089 verbal youths with ASD examining results on Vineland-II, IQ, and measures of ASD severity. Strong positive relationships were found between Vineland subscales and IQ. Vineland Composite was negatively associated with age. IQ accounted a significant amount of the variance in overall adaptive skills (55%) beyond age and ASD severity. Individuals with ASD demonstrated significant adaptive deficits and negligible associations were found between the level of autism symptomatology and adaptive behavior. The results indicate that IQ is a strong predictor of adaptive behavior, the gap between IQ and adaptive impairments decreases in lower functioning individuals with ASD, and older individuals have a greater gap between IQ and adaptive skills.read more
Citations
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Journal ArticleDOI
Executive functions in daily living skills: A study in adults with autism spectrum disorder
Jo Ann Yon-Hernández,Ricardo Canal-Bedia,Dominika Zofia Wojcik,Laura García-García,Clara Fernández-Álvarez,Manuel A. Franco-Martín +5 more
TL;DR: In this paper , the authors explored to what extent IQ, executive function (EF) and core autistic symptoms predict adaptive skills, and concluded that high IQ is associated with low adaptive skills levels and EFs affect adaptive functioning.
Journal ArticleDOI
Bayley‐4 performance of very young children with autism, developmental delay, and language impairment
Journal ArticleDOI
Variable patterns of daily activity participation across settings in autistic youth: A latent profile transition analysis
TL;DR: In this paper , the authors applied latent profile analysis to identify subgroups of autistic youth based on parent-reported activity participation frequency at home, school and community, as well as associations with youth characteristics, family demographics and environmental supportiveness among 158 autistic youth (aged 11-14 years at baseline).
Journal ArticleDOI
Best practice assessments for autism spectrum disorders in schools
TL;DR: In this paper , a review of the use of the Autism Diagnostic Observation Schedule-Second Edition (ADOS-2), one of the most widely used and well-researched assessment tools, is presented.
Proceedings ArticleDOI
Sleep Problems and Behavioral Development in Children With Autism Spectrum Disorder: A Literature Review
TL;DR: An overview of the direction of the relationship between sleep problems and behavioral outcomes in children with autism spectrum disorder is provided to provide practical guidelines and more longitudinal studies measuring autistic traits and associated sleep problems repeatedly throughout childhood are suggested.
References
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Book
Statistical Power Analysis for the Behavioral Sciences
TL;DR: The concepts of power analysis are discussed in this paper, where Chi-square Tests for Goodness of Fit and Contingency Tables, t-Test for Means, and Sign Test are used.
Journal ArticleDOI
Autism Diagnostic Interview-Revised: a revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders
TL;DR: The revised interview has been reorganized, shortened, modified to be appropriate for children with mental ages from about 18 months into adulthood and linked to ICD-10 and DSM-IV criteria.
Journal ArticleDOI
Mullen Scales of Early Learning
TL;DR: The Mullen Scales of Early Learning (MSEL) as mentioned in this paper includes five scales that provide information on cognitive and motor ability, including Gross Motor (0-33 months only), Visual Reception, Fine Motor, Expressive Language and Receptive Language.