Autism Spectrum Disorder Behavioural Profiles: A Cluster Analysis Exploration

Autor/inn/en	Brigido, Evelina; Rodrigues, Ana; Santos, Sofia
Titel	Autism Spectrum Disorder Behavioural Profiles: A Cluster Analysis Exploration
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 4, S.515-529 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brigido, Evelina) ORCID (Rodrigues, Ana) ORCID (Santos, Sofia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2021.1895084
Schlagwörter	Autism Spectrum Disorders; Symptoms (Individual Disorders); Behavior; Interpersonal Communication; Interpersonal Competence; Interaction; Behavior Problems; Children; Preadolescents; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Autism; Autismus; Psychiatrische Symptomatik; Interpersonale Kommunikation; Interpersonale Kompetenz; Interaktion; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Ausland
Abstract	Although autism spectrum disorder (ASD) is a heterogeneous disorder, recently more homogeneous phenotypic subgroups, which still lack evidence, have been identified. Our goal is to describe and analyse different behavioural profiles of ASD, in social communication and interaction (SCI) and restricted and repetitive behaviours and interests (RRBIs), based both in behaviour type and frequency. The ASD typical behaviours were analysed based on Diagnostic Statistical Manual (DSM-5)' criteria diagnosis. The sample comprised 75 children, aged between 8 and 12 years old (M = 9.67; SD = 1.29), through the application of the ASD Typical Behaviours Questionnaire (ASD-TBQ) and two group were identified. These groups differed in both ASD diagnostic domains as well as in their subdomains and most of behaviours. Group 1 presented a lower frequency of behaviours, being higher in SCI, while Group 2 presented a similar frequency in both domains. This research suggests that this identification is essential for understanding strengths and weaknesses, in order to establish targets of intervention, priorities and implement specific strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01