School of Rehabilitation Sciences, Faculty of Health Sciences, Institute of Applied Health Sciences, McMaster University, Room 436, 1400 Main St. W., Hamilton, ON, L8S 1C7, Canada.
Offord Centre for Child Studies, McMaster University, Hamilton, ON, Canada.
J Autism Dev Disord. 2019 Nov;49(11):4390-4399. doi: 10.1007/s10803-019-04150-6.
Preschool children with autism spectrum disorder (ASD) experience slower development of daily living skills (DLS) that are essential for independent functioning compared to typically developing children. Few studies have examined the trajectories of DLS in preschoolers with ASD and the existing literature has reported conflicting results. This study examined DLS trajectories and potential covariates for preschoolers with ASD from a multi-site longitudinal study following children from diagnosis to the end of grade 1. Multi-level modeling was conducted with DLS domain scores from the Vineland Adaptive Behavior Scales-2. The results demonstrated a positive trajectory of increasing scores over time, associations of age of diagnosis, developmental level, stereotypy, and language skills with the mean score at T4 or age 6 years, whereas rate of change was only associated with ASD symptom severity, such that an improvement in DLS trajectory was associated with lower and improving ASD symptom severity.
自闭症谱系障碍（ASD）的学龄前儿童在日常生活技能（DLS）的发展上比正常发育的儿童要慢，而这些技能对独立功能的发挥至关重要。很少有研究探讨过 ASD 学龄前儿童 DLS 的发展轨迹，现有的文献报道结果也存在矛盾。本研究通过一项从诊断到一年级结束的多地点纵向研究，考察了 ASD 儿童的 DLS 轨迹和潜在的协变量。采用 Vineland 适应行为量表-2 的 DLS 领域分数进行多层次建模。研究结果表明，随着时间的推移，评分呈上升趋势，诊断年龄、发育水平、刻板行为和语言技能与 T4 或 6 岁时的平均得分呈正相关，而变化率仅与 ASD 症状严重程度相关，即 DLS 轨迹的改善与 ASD 症状严重程度的降低和改善有关。
