Woodman Ashley C, Smith Leann E, Greenberg Jan S, Mailick Marsha R
Department of Psychological and Brain Sciences, University of Massachusetts-Amherst, Tobin Hall 509, 135 Hicks Way, Amherst, MA, 01003, USA.
Waisman Center, University of Wisconsin-Madison, 1500 Highland Avenue, Madison, WI, 53705, USA.
J Autism Dev Disord. 2016 Jan;46(1):176-189. doi: 10.1007/s10803-015-2561-z.
In the present study, we jointly employ and integrate variable- and person-centered approaches to identify groups of individuals with autism spectrum disorders (ASD) who have similar profiles of change over a period of 10 years across three critical domains of functioning: maladaptive behaviors, autism symptoms, and daily living skills. Two distinct developmental profiles were identified. Above and beyond demographic and individual characteristics, aspects of both the educational context (level of inclusion) and the family context (maternal positivity) were found to predict the likelihood of following a positive pattern of change. Implementing evidence-based interventions that target the school and home environments during childhood and adolescence may have lasting impacts on functioning into adulthood for individuals with ASD.
在本研究中，我们联合运用并整合了以变量为中心和以个体为中心的方法，以识别患有自闭症谱系障碍（ASD）的个体群体，这些个体在10年的时间里，在三个关键功能领域（适应不良行为、自闭症症状和日常生活技能）具有相似的变化特征。我们确定了两种不同的发育特征。除了人口统计学和个体特征外，教育环境（融合程度）和家庭环境（母亲的积极态度）的各个方面都被发现可以预测个体遵循积极变化模式的可能性。在儿童期和青少年期实施针对学校和家庭环境的循证干预措施，可能会对患有ASD的个体成年后的功能产生持久影响。
