A Cluster Analysis of Daily Living Skills in School Aged Children with Autism Spectrum Disorder

Autor/inn/en	Duncan, Amie; Liddle, Melissa; Adams, Ryan
Titel	A Cluster Analysis of Daily Living Skills in School Aged Children with Autism Spectrum Disorder
Quelle	In: International Journal of Developmental Disabilities, 69 (2023) 4, S.593-601 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duncan, Amie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2047-3869
DOI	10.1080/20473869.2021.1980350
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Daily Living Skills; Language Skills; Child Behavior; Behavior Problems; Symptoms (Individual Disorders); Children; Vineland Adaptive Behavior Scales; Autism Diagnostic Observation Schedule; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Alltagsfertigkeit; Language skill; Sprachkompetenz; Psychiatrische Symptomatik; Child; Kind; Kinder
Abstract	For individuals with autism spectrum disorder (ASD) daily living skills (DLS) fall below chronological age and have been linked to factors such as language. Given the impact of DLS on daily life, it is critical to gain a comprehensive understanding of DLS profiles in children to guide effective treatment. Using a large dataset from the Autism Speaks Autism Treatment Network, the current study sought to: (1) examine whether there are subgroups of children with ASD defined by both their Vineland-II DLS scores and language abilities; and (2) explore the relationship between internalizing and externalizing symptoms on subgroups using the Child Behavior Checklist. A five-cluster solution was found, but one group was subsequently dropped. Four clusters were examined: "Low Language-Low DLS" (n = 143); "Low-Language High DLS" (n = 170); "High Language-Low DLS" (n = 189); and "High Language-High DLS" (n = 203). The "High Language-Low DLS" group had significantly higher internalizing and externalizing symptoms as compared to the other groups. The results highlight the importance of targeting DLS in school-age children with ASD, especially for those with comorbid internalizing and externalizing symptom to ensure that the gap between age and functional DLS does not continue to widen. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01