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Related Experiment Video

Updated: May 21, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Developmental Profiles of Young Children Referred for Concern for Autism Spectrum Disorder: DBPNet Study.

Nancy Roizen1, Sandra Friedman2, Douglas Vanderbilt3

  • 1Department of Pediatrics, Rainbow Babies and Children's Hospital, 10524 Euclid Ave Suite 3150, Cleveland, OH, 44106, USA. Nancy.roizen@uhhospitals.org.

Journal of Autism and Developmental Disorders
|March 22, 2025
PubMed
Summary

Children with autism spectrum disorder (ASD) show lower language and adaptive functioning compared to their cognitive abilities, unlike those without ASD. A significant gap between cognitive and adaptive/language skills may indicate ASD.

Keywords:
AdaptiveAutismCognitionDevelopmental profilesLanguageYoung children

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Area of Science:

  • Developmental Psychology
  • Pediatric Neurology
  • Clinical Psychology

Background:

  • Early identification of autism spectrum disorder (ASD) is crucial for timely intervention.
  • Assessing cognitive, adaptive, and language functions aids in diagnosing developmental disorders in young children.
  • Understanding developmental profiles in children with and without ASD informs diagnostic accuracy.

Purpose of the Study:

  • To compare cognitive, adaptive, and language functioning in young children diagnosed with ASD versus those without ASD.
  • To identify specific developmental discrepancies that may indicate ASD.
  • To inform comprehensive intervention planning beyond a categorical diagnosis.

Main Methods:

  • Prospective diagnostic study involving 349 children under 6 years old.
  • Participants were evaluated across 8 diagnostic centers.
  • Children were categorized into ASD (n=250) and no ASD (n=99) groups based on diagnostic outcomes.

Main Results:

  • No significant differences in cognitive function were found between children with ASD and those without ASD.
  • Children with ASD exhibited significantly lower language and adaptive functioning compared to children without ASD.
  • Within the ASD group, cognitive function was significantly higher than language and adaptive functioning; no such differences were observed in the no ASD group.

Conclusions:

  • A notable discrepancy between cognitive abilities and adaptive/language skills in young children warrants heightened concern for ASD.
  • Assessing all developmental domains (cognitive, adaptive, language) is essential for accurate diagnosis and effective intervention planning for ASD.
  • Developmental profiles differ significantly between children with and without ASD, highlighting the importance of domain-specific assessments.