不同文化和语言背景的自闭症儿童的发育和功能结果。

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi
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引用次数: 0

摘要

儿童通常通过关注他人来学习。自闭症的特征可能会影响儿童获得对早期学习至关重要的社会刺激,从而增加儿童出现学习障碍的可能性。最近的报告强调,来自少数民族背景的自闭症儿童并发智力障碍的可能性更高。本研究旨在首先证实早期自闭症特征与较低的发育商数同时存在并具有前瞻性关联,其次研究文化和语言多样性(CALD)自闭症儿童和非文化和语言多样性自闭症儿童在接受为期一年的基于小组的丹佛早期启蒙教育模式(G-ESDM)后在发育和功能方面取得的进步。为实现研究目标,我们利用了 114 名非 CALD 和 91 名 CALD 自闭症学龄前儿童接受 G-ESDM 的二手数据。儿童在接受服务时接受了自闭症诊断观察表(ADOS)的测试。在进入服务机构时(时间 1)和 12 个月后(时间 2),分别进行了穆伦早期学习量表和文兰适应行为量表-II 的测试。虽然没有发现自闭症特质与发育商数(DQ)同时存在关联,但在第一阶段的 ADOS 分数和第二阶段的发育商数之间发现了显著的前瞻性关联,在控制了第一阶段的发育商数后,两组儿童的前瞻性关联仍然存在。经过一年的早期治疗,自闭症儿童在认知和功能行为方面取得了明显的进步,两组之间没有差异。研究结果表明,自闭症幼儿在早期发育方面取得了显著的进步,这也丰富了对来自 CALD 社区的自闭症儿童的发育和功能结果的研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children.

Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.

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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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