Early Childhood Predictors of the Social Competence of Adults with Autism

Gillespie-Lynch, Kristen; Sepeta, Leigh N.; Wang, Yueyan; Marshall, Stephanie; Gomez, Lovella; Sigman, Marian; Hutman, Ted

doi:10.1007/s10803-011-1222-0

Cited by 169 publications

(131 citation statements)

References 55 publications

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“…Eaves and Ho (2008) reported somewhat better outcomes in a group of low-to middle-functioning individuals (majority had IQ < 70) with approximately half having fair to good outcome and half poor (but none very poor). Similar outcomes were reported by Gillespie-Lynch et al (2012), with 50% reporting poor outcome and 50% fair to very good outcome. Engstrom, Ekstrom, and Emilsson (2003) reported on the psychosocial functioning of a systematically selected sample of patients with Asperger syndrome (AS) and high-functioning autism (HFA) all of whom had an IQ above 70.…”

Section: Adult Independencesupporting

confidence: 76%

“…Intellectual functioning (IQ) and language have been most consistently identified as the best predictor of adult personal independence as outcome in ASD (Billstedt et al 2005(Billstedt et al , 2007Gillberg and Steffenburg 1987;Gillespie-Lynch et al 2012;Howlin et al 2004;Kobayashi et al 1992;Lotter 1974;Nordin and Gillberg 1998;Rumsey et al 1985), although reports have been variable (Farley et al 2009;Gillespie-Lynch et al 2012). Farley et al (2009) reported that early childhood variables were weakly associated with adult outcomes, but the participants in their study all had communicative phrase speech or better language by age 6 and near average to average IQ.…”

Section: Predictors Of Adult Independencementioning

confidence: 93%

“…Some have reported that childhood verbal IQ is a better predictor of later functioning than performance IQ (Billstedt et al 2005;Lord and Bailey 2002), whereas another study found neither to be a consistent prognostic indicator (Howlin et al 2004). In addition, the presence of good early language skills before age 5-6 is crucial for positive outcome in ASD (Billstedt et al 2007;Gillberg and Steffenberg 1987;Gillespie-Lynch et al 2012;Lockyer and Rutter 1969;Lotter 1978;Szatmari et al 2003). Mawhood et al (2000) have shown that individuals who tended to have better linguistic outcome in adulthood were functioning at a higher cognitive level more generally.…”

Section: Predictors Of Adult Independencementioning

confidence: 99%

“…Other factors have also been suggested to be related to outcome, including symptom severity, repetitive/stereotyped behaviors in childhood, adaptive behavior, education, gender, the presence of a diagnosed medical disorder, onset of epilepsy before age 5 years, and joint attention skills (Billstedt et al 2007;De Meyer et al 1973;Farley et al 2009;Gillespie-Lynch et al 2012;Howlin and Goode 1998;Totsika et al 2010;Venter et al 1992). For instance, Farley et al (2009) reported that adaptive behavior measures (in particular the Daily Living Skills domain) evaluated at follow-up were most closely correlated to better outcomes.…”

Section: Predictors Of Adult Independencementioning

confidence: 99%

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Life Course Health Development in Autism Spectrum Disorders

Drmic

Szatmári

Volkmar

2017

Handbook of Life Course Health Development

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Life course health development (LCHD) incorporates theories and empirical evidence from the biological, physical, and social sciences to formulate a framework that explains how health develops over the life course. The life course health development conceptual framework can be applied to autism spectrum disorders (ASD) to help prioritize a research agenda and improve health development across the lifespan for individuals with ASD, their families, and communities. The following chapter highlights some issues and findings that are pertinent to an understanding of ASD using the lens of the life course health development principles. The chapter begins with a description of the clinical phenotype, followed by epidemiology of the disorder, and reviews changes in classification and diagnosis over time. Pathogenesis of the disorder is discussed, including information pertaining to hereditability, genetic and nongenetic factors, epigenetics, biomarkers, and genotype-phenotype correlations. Long-term follow-up outcome studies of adult independence and quality of life are reviewed, including examination of predictors of outcome, as well as stability of the diagnosis, symptom presentation, and cognitive functioning over time. Areas of key transitions over the life course are discussed from childhood to later adulthood. In addition, the importance of mental health status and care are highlighted. Finally, a number of research, data/methods, and translational priorities are offered that may help lead to a better understanding of life course health development in ASD.

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Section: Adult Independencesupporting

confidence: 76%

Section: Predictors Of Adult Independencementioning

confidence: 93%

Section: Predictors Of Adult Independencementioning

confidence: 99%

Section: Predictors Of Adult Independencementioning

confidence: 99%

See 2 more Smart Citations

Life Course Health Development in Autism Spectrum Disorders

Drmic

Szatmári

Volkmar

2017

Handbook of Life Course Health Development

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“…There is consensus that verbal skills play a critical role in predicting long-term outcomes for children with ASD in areas such as adaptive functioning, psychosocial adjustment and wellbeing (Gillespie-Lynch et al, 2012;Hofvander et al, 2009;Howlin, 2003;Howlin & Moss, 2012;Mawhood & Howlin, 2000;Szatmari, Bryson, Boyle, Streiner, & Duku, 2003). Language skills are also critical to school placements and academic performance as well as the ability to participate in successful social interactions (Thurm, Lord, Lee, & Newschaffer, 2007).…”

Section: Introductionmentioning

confidence: 99%

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

Brignell

Morgan

Woolfenden

et al. 2018

Autism & Developmental Language Impairments

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Background: Language difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder. Method: A comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for !12 months and had !30 participants. Risk of bias was assessed. Results: Fifty-four studies (N ¼ 5064) met inclusion criteria. Language outcomes were standardised assessments (n ¼ 35), notation of presence/absence of verbal language (n ¼ 11) or both (n ¼ 8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n ¼ 24/25; 96%) studies reporting standard scores, individuals (aged 11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some 'catch up' over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5-32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of followup did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language. Conclusion: Despite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some 'catchup' over time. Implications: This review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level.

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Outcomes in Adults With Autism Spectrum Disorders

Howlin

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Even with improved diagnosis and treatment in recent years, studies show that less than 20\% of individuals with autism spectrum disorder (ASD) are considered to have a Good/Very Good outcome in adulthood. Variables affecting long‐term prognosis include IQ, development of some useful language by age 5 or 6, severity of autistic symptoms, early intervention, and access to support networks in adulthood. Specific concerns for adults with ASD are mental health, mortality and life expectancy, deterioration with age, and what constitutes a good quality of life.

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Early Childhood Predictors of the Social Competence of Adults with Autism

Cited by 169 publications

References 55 publications

Life Course Health Development in Autism Spectrum Disorders

Life Course Health Development in Autism Spectrum Disorders

A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder

Outcomes in Adults With Autism Spectrum Disorders

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