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Language and other regression: assessment and timing.

Wendy A Goldberg1, Kathy Osann, Pauline A Filipek

  • 1Department of Psychology and Social Behavior, University of California, Irvine, Irvine, California, USA. wagoldbe@uci.edu

Journal of Autism and Developmental Disorders
|January 13, 2004
PubMed
Summary

Regression in autism spectrum disorder (ASD) is often unclear. This study details skill loss patterns in children with ASD, finding regression typically occurs between 18-21 months, impacting language and non-language skills.

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Area of Science:

  • Neurodevelopmental Disorders
  • Child Psychology
  • Pediatric Medicine

Background:

  • Understanding regression in autism spectrum disorder (ASD) is challenging due to inconsistent reporting of lost skills.
  • The Autism Diagnosis Interview-Revised (ADI-R) is a key diagnostic tool, but may not capture detailed regression information.

Purpose of the Study:

  • To introduce and evaluate the Regression Supplement Form (RSF) for detailed assessment of regression in ASD.
  • To precisely document the types, timing, and concurrent events associated with skill loss and regain in children with ASD.

Main Methods:

  • The study utilized the Regression Supplement Form, administered to parents of 44 children diagnosed with Autistic Spectrum Disorder (ASD).
  • Data collected focused on the timing, nature (language vs. non-language), and onset (gradual vs. sudden) of skill loss.

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  • Parental attributions for regression and details of skill regain were also recorded.

    • Main Results:

    • Skill loss in ASD typically occurred between 18 and 21 months of age.
    • Full regression (language and non-language skills) and non-language only regression were more common than language-only regression.
    • Regression onset was generally gradual for non-language skills and varied (gradual/sudden) for language skills.
    • Some children exhibited atypical development prior to skill loss, with delayed first words (≥2 years).
    • Parents frequently attributed skill loss to medical factors like immunizations.
    • Many children regained skills between 3.5 and 5 years, often crediting therapeutic interventions.

    Conclusions:

    • The Regression Supplement Form provides valuable, precise data on autism regression patterns.
    • Regression in ASD is complex, involving varied skill domains and onset patterns.
    • Early identification and intervention may play a role in skill regain for children with ASD.