ERIC Number: ED576193
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
Early Predictors of ASD in Young Children Using a Nationally Representative Data Set
Jeans, Laurie M.; Santos, Rosa Milagros; Laxman, Daniel J.; McBride, Brent A.; Dyer, W. Justin
Grantee Submission, Journal of Early Intervention v35 n4 p303-331 Dec 2013
Current clinical diagnosis of Autism Spectrum Disorders (ASD) occurs between 3 and 4 years of age, but increasing evidence indicates that intervention begun earlier may improve outcomes. Using secondary analysis of the Early Childhood Longitudinal Study-Birth Cohort data set, the current study identifies early predictors prior to the diagnosis of ASD at 4 years for approximately 100 children. Children with ASD were compared with children with other disabilities and children who were typically developing. Multinomial logistic regression analyses identified limited unique characteristics (e.g., self-regulation and sleep patterns) at the 9-month time point. A majority of the differences in communication and language, mental/cognitive function, motor function, social interaction, and self-regulation were found at the 2-year time point. Implications for research and practice are presented. [This paper was published in "Journal of Early Intervention" (EJ1040301).]
Descriptors: Pervasive Developmental Disorders, Autism, Predictor Variables, Young Children, Early Intervention, Disability Identification, Longitudinal Studies, Disabilities, Comparative Analysis, Regression (Statistics), Individual Characteristics, Infants, Self Control, Sleep, Communication Skills, Language Skills, Cognitive Ability, Psychomotor Skills, Social Development, Interaction, Toddlers, Clinical Diagnosis, Interviews, Parent Attitudes, Observation, Coding, Child Health, Child Development, Children, Surveys
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Bayley Scales of Infant Development; Early Childhood Longitudinal Survey
IES Funded: Yes
Grant or Contract Numbers: R324A120174; CFDA84325D