不积跬步无以至千里
RESEARCH ARTICLE
Behavior profiles of children with autism spectrum disorder in kindergarten: Comparison with other developmental disabilities and typically developing children
【译】幼儿园自闭症谱系障碍儿童的行为特征：与其他发育障碍和正常发育儿童的比较
Magdalena Janus, Emma Mauti, Matt Horner, Eric Duku, Ayesha Siddiqua, Scott Davies
First published: 08 December /10.1002/aur.1904
Abstract: Monitoring behavior patterns that may be specific to autism spectrum disorder (ASD) at a population level has the potential to improve the allocation of intervention strategies and reduction of the burden of the disease. In Ontario, Canada, developmental data are regularly collected for all kindergarten children with the Early Development Instrument (EDI), a teacher‐completed questionnaire that provides information on children"s status in five domains: physical, social, emotional, language/cognitive, and communication/general knowledge. Our main research questions are: (a) are there differences in kindergarten EDI domain scores between children who are diagnosed with ASD by Grade 3 and those who develop typically or have other disabilities?; (b) do these differences show a different pattern in relation to an early (by kindergarten) or late (by Grade3) diagnosis?; and (c)are there specific subdomains on the EDI that demonstrate a consistent pattern of differences? EDI domain and subdomain scores were compared among groups using multivariate analysis of variance controlling for age, gender, EDI year, and EDI year by age interaction. Children with ASD, regardless of timing of identification, had significantly lower scores on all domains of the EDI than typically developing children. Children with later ASD diagnosis had higher scores in kindergarten in cognitive areas but lower scores in social‐emotional areas than children with other disabilities. These findings support the potential of the EDI to monitor ASD‐like behaviors at the population level.
【译】摘要：对自闭症谱系障碍（ASD）人群的特殊行为模式进行监测可能改善干预策略分配并减轻疾病负担。我们在加拿大安大略省，通过早期发展工具（EDI）定期收集所有幼儿园儿童的发育数据，这是一份教师填写的调查问卷，提供有关儿童在五个领域的发展水平：身体、社交、情感、语言/认知和沟通/基本知识。重点研究了：（a）三年级被诊断患有ASD的儿童与普通儿童或患有其他残疾的儿童之间在幼儿园EDI得分方面是否存在差异？（b）早期（幼儿园）或晚期（三年级）诊断的儿童这些差异与有何不同？（c）EDI评估中是否有特定的方面显示出一致的差异模式？控制年龄、性别、EDI年龄和实际年龄与EDI年龄相互作用等因素，采用多变量方差分析，比较不同儿童组的EDI总得分和子领域得分。结果发现无论诊断时间如何，患有ASD的儿童在EDI的所有领域得分都明显低于正常发育的儿童。与幼儿园中其他残障儿童相比，后期诊断ASD的儿童在认知领域得分较高，但社交-情感方面的得分较低。这些发现支持采用EDI评价系统监测人群中潜在的ASD行为。
AutismRes,11:410-420.©InternationalSocietyforAutismResearch,WileyPeriodicals,Inc.
Translatedby:DorisFANG
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