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The development of normal and autistic children: a comparative study.

C Wenar, B A Ruttenberg, B Kalish-Weiss

    Journal of Autism and Developmental Disorders
    |September 1, 1986
    PubMed
    Summary

    Autistic children

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    Area of Science:

    • Child Psychology
    • Developmental Psychology
    • Neurodevelopmental Disorders

    Background:

    • Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition.
    • Understanding the developmental trajectory of autistic children compared to neurotypical children is crucial.
    • Previous diagnostic criteria suggested autistic behaviors might represent atypical development at any stage.

    Purpose of the Study:

    • To test the hypothesis that the development of autistic children differs from normal development solely in rate and asymptote.
    • To investigate the nature of developmental differences between autistic and neurotypical children.
    • To determine if certain autistic behaviors are abnormal at all developmental stages.

    Main Methods:

    • Evaluated 195 neurotypical children (1-5 years) and 160 neurotypical children (3 months-24 months).
    • Assessed 41 autistic children (5-11 years) using the Behavioral Rating Instrument for Autistic and other Atypical Children (BRIAAC).
    • Analyzed eight psychological variables within the BRIAAC framework.

    Main Results:

    • Identified significant differences in development between autistic and neurotypical children.
    • Similarities were observed, but key distinctions supported the notion of atypical development in autism.
    • Developmental comparisons were most pronounced between normal infants and severely autistic children.

    Conclusions:

    • The hypothesis that autistic development differs only in rate and asymptote from normal development is not fully supported.
    • Certain autistic behaviors appear qualitatively different and not merely quantitatively delayed compared to typical development.
    • Developmental data and comprehensive assessment tools are essential for distinguishing between quantitative and qualitative developmental differences.

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