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A Longitudinal Pilot Study of Behavioral Abnormalities in Children with Autism
Robin A Libove1, Thomas W Frazier2, Ruth O'Hara1
1Department of Psychiatry and Behavioral Science, Stanford University School of Medicine, 401 Quarry Road, Stanford, CA, 94305, USA.
Journal of Psychiatry and Psychiatric Disorders
|June 27, 2020
Summary
Children with autism showed significant improvements in social and behavioral functioning over time. This longitudinal study tracked emotional and behavioral development in school-age boys with autism.
Area of Science:
- Developmental Psychology
- Neurodevelopmental Disorders
- Child Psychiatry
Background:
- Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social interaction and communication.
- Understanding the developmental trajectory of emotional and behavioral functioning in children with autism is crucial for targeted interventions.
- Longitudinal studies are essential to track changes and identify patterns in behavioral development over time.
Purpose of the Study:
- To longitudinally examine the development of emotional and behavioral functioning in school-age children diagnosed with autism.
- To compare the developmental changes in behavioral problems between children with autism and typically developing controls.
- To identify specific domains of functioning where children with autism may show improvement over time.
Main Methods:
- A longitudinal investigation involving 13 school-age boys with autism and 14 age- and gender-matched controls.
- The Child Behavior Checklist (CBCL) was administered at baseline and after an average interval of 28.5 months.
- Data analysis focused on changes over time in various behavioral domains, including social, thought, attention, externalizing, and aggressive behaviors.
Main Results:
- Children with autism exhibited clinically significant elevations in Social, Thought, and Attention Problems at baseline.
- Over the study period, children with autism showed significant improvements in Total Problems, Externalizing Problems, Social Problems, Oppositional Defiant Problems, and Aggressive Behavior.
- No significant changes in these behavioral domains were observed over time in the control group.
Conclusions:
- Children with autism may experience significant improvements in certain social and behavioral functioning domains during school age.
- The findings suggest a potential for positive developmental changes in emotional and behavioral regulation for some children with autism.
- These results highlight the importance of continued support and intervention to foster developmental gains in children with autism.
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