Neurobehavioural Patterns in the Diagnosis of Autism Spectrum Disorder in Down Syndrome.

IF 2.1 2区医学 Q1 EDUCATION, SPECIAL

Journal of Intellectual Disability Research Pub Date : 2025-07-15 DOI:10.1111/jir.70015

Lina R Patel, Meghan O'Neill, Gabriel Anzueto, Darren Olsen, Katherine Pawlowski, Jonathan D Santoro, Georgios Sideridis, Noemi Spinazzi, Nicole T Baumer

{"title":"Neurobehavioural Patterns in the Diagnosis of Autism Spectrum Disorder in Down Syndrome.","authors":"Lina R Patel, Meghan O'Neill, Gabriel Anzueto, Darren Olsen, Katherine Pawlowski, Jonathan D Santoro, Georgios Sideridis, Noemi Spinazzi, Nicole T Baumer","doi":"10.1111/jir.70015","DOIUrl":null,"url":null,"abstract":"Background: Autism spectrum disorder (ASD) is common in Down syndrome (DS). There are no standardised screening/assessment tools for evaluating ASD in DS.Methods: We utilised a novel validated questionnaire, the ND-PROM, to investigate differences in developmental skills and behaviours among children with DS only, ASD only and DS + ASD.Results: Data analysis using ANOVA tests and post hoc t-tests revealed item-level differences between groups in domains specific to ASD (nonverbal communication, social-emotional understanding, social interaction, independent play, restrictive and repetitive behaviours and interests and sensory processes) and not specific to ASD (expressive language, receptive language, adaptive/toileting, challenging behaviours, mental health and impulse/ADHD).Conclusion: ASD-specific symptoms best distinguished DS only and DS + ASD groups, while non-ASD symptoms best distinguished ASD only and DS + ASD groups. Items that best differentiate groups are presented.","PeriodicalId":16163,"journal":{"name":"Journal of Intellectual Disability Research","volume":" ","pages":""},"PeriodicalIF":2.1000,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Intellectual Disability Research","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1111/jir.70015","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Background: Autism spectrum disorder (ASD) is common in Down syndrome (DS). There are no standardised screening/assessment tools for evaluating ASD in DS.

Methods: We utilised a novel validated questionnaire, the ND-PROM, to investigate differences in developmental skills and behaviours among children with DS only, ASD only and DS + ASD.

Results: Data analysis using ANOVA tests and post hoc t-tests revealed item-level differences between groups in domains specific to ASD (nonverbal communication, social-emotional understanding, social interaction, independent play, restrictive and repetitive behaviours and interests and sensory processes) and not specific to ASD (expressive language, receptive language, adaptive/toileting, challenging behaviours, mental health and impulse/ADHD).

Conclusion: ASD-specific symptoms best distinguished DS only and DS + ASD groups, while non-ASD symptoms best distinguished ASD only and DS + ASD groups. Items that best differentiate groups are presented.

查看原文本刊更多论文

唐氏综合症自闭症谱系障碍诊断中的神经行为模式。

背景：自闭症谱系障碍（ASD）常见于唐氏综合征（DS）。没有标准化的筛查/评估工具来评估残疾儿童的自闭症。方法：我们使用了一种新的有效问卷，ND-PROM，来调查仅DS，仅ASD和DS + ASD儿童的发展技能和行为的差异。结果：使用方差分析和事后t检验的数据分析显示，在ASD特有的领域（非语言交流、社会情感理解、社会互动、独立游戏、限制性和重复性行为、兴趣和感觉过程）和非ASD特有的领域（表达语言、接受语言、适应/如厕、挑战行为、心理健康和冲动/多动症）中，各组之间存在项目水平的差异。结论：ASD特异性症状最能区分DS组和DS + ASD组，非ASD症状最能区分DS组和DS + ASD组。展示了最能区分各组的项目。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Intellectual Disability Research Multiple-

CiteScore

5.60

自引率

5.60%

发文量

期刊介绍： The Journal of Intellectual Disability Research is devoted exclusively to the scientific study of intellectual disability and publishes papers reporting original observations in this field. The subject matter is broad and includes, but is not restricted to, findings from biological, educational, genetic, medical, psychiatric, psychological and sociological studies, and ethical, philosophical, and legal contributions that increase knowledge on the treatment and prevention of intellectual disability and of associated impairments and disabilities, and/or inform public policy and practice. Expert reviews on themes in which recent research has produced notable advances will be included. Such reviews will normally be by invitation.