Wandering Among Preschool Children with and Without Autism Spectrum Disorder

Area of Science:

• Neurodevelopmental Disorders
• Child Psychology
• Pediatric Health

Background:

• Wandering, or leaving a supervised area, is a concern in children.
• Understanding factors associated with wandering is crucial for child safety and intervention.

Purpose of the Study:

• To determine the prevalence of wandering in children with autism spectrum disorder (ASD) compared to other developmental groups.
• To investigate if ASD status independently predicts wandering, considering behavioral, developmental, and maternal factors.

Main Methods:

• Study included children aged 4-5 years from the Study to Explore Early Development (SEED) Phase 1+2.
• ASD status and developmental levels were assessed using diagnostic tests and Mullen Scales of Early Learning (MSEL).
• Maternal reports on the Child Behavior Checklist (CBCL) identified wandering and behavioral problems.

Main Results:

• Children with ASD (60.4%) were significantly more likely to wander than those with previous ASD diagnosis (41.3%), other developmental delay (22.3%), and the population comparison group (12.4%).
• ASD status, very low developmental level, and specific behavioral problems (affective, anxiety, attention, oppositional) were independently associated with wandering.
• The study analyzed data from 1195 children with ASD, 230 with DDprevASD, 1199 with DD, and 1272 in the POP group.

Conclusions:

• Wandering behavior is significantly more prevalent in children with ASD, particularly when co-occurring with developmental and behavioral challenges.
• Findings underscore the importance of recognizing and addressing wandering in children with atypical development to enhance safety and support.
• Increased awareness among healthcare providers and caregivers is recommended for early identification and intervention strategies.