National Institutes of Health, National Institute of Mental Health, Bethesda, MD, United States.
University of Utah, Department of Communication Sciences and Disorders, Salt Lake City, UT, United States.
Res Dev Disabil. 2018 Oct;81:65-72. doi: 10.1016/j.ridd.2018.04.005. Epub 2018 Apr 24.
Toddlers with early language delays (LD) are at risk for developmental difficulties, including autism spectrum disorder (ASD). However, little is known about early cognitive skill acquisition in this population.
To explore heterogeneity in cognitive development in toddlers with significant LD (n = 30) or typical development (n = 61), and how this relates to 36-month outcomes (ASD, non-ASD delays, or no delays).
Growth mixture modeling of nonverbal and verbal mental age (NVMA, VMA) scores from the Mullen Scales of Early Learning was conducted with data from 18, 24 and 36 months.
A two-class NVMA solution was selected (Age Appropriate, 82%, Delayed, 18%); class membership was related to the no delay outcome, and although the proportion of toddlers with ASD in the Age-Expected class was 17% compared to 50% of toddlers with non-ASD delays, this difference was not statistically significant. The best-fitting model for VMA included three classes: Age Appropriate (66%), Delay Catch-Up (23%), Delayed (11%); class assignment differed by outcome. Children in the Delay Catch-Up class were more likely to have non-ASD delays compared to ASD, while the reverse was true in the Delayed class.
Cognitive development in toddlers with LD is heterogeneous, and delayed verbal trajectories relate to later ASD diagnosis.
有早期语言发育迟缓 (LD) 的幼儿有发展困难的风险，包括自闭症谱系障碍 (ASD)。然而，对于该人群的早期认知技能习得知之甚少。
探索有显著 LD (n=30) 或典型发育 (n=61) 的幼儿的认知发展的异质性，以及这与 36 个月的结果 (ASD、非 ASD 延迟或无延迟) 有何关系。
对来自 Mullen 早期学习量表的非言语和言语心理年龄 (NVMA、VMA) 分数进行增长混合建模，数据来自 18、24 和 36 个月。
选择了两类别 NVMA 解决方案 (年龄适宜，82%；延迟，18%)；类别成员资格与无延迟结果有关，尽管在年龄预期类别中 ASD 幼儿的比例为 17%，而非 ASD 延迟的幼儿比例为 50%，但这一差异没有统计学意义。VMA 的最佳拟合模型包括三个类别：年龄适宜 (66%)、延迟追赶 (23%)、延迟 (11%)；类别分配因结果而异。与 ASD 相比，处于延迟追赶类别的儿童更有可能出现非 ASD 延迟，而在延迟类别的儿童则相反。
LD 幼儿的认知发展具有异质性，言语发展延迟与后来的 ASD 诊断有关。
