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The high-functioning autistic experience: birth to preteen years
Summary
Children with high-functioning autism showed varied but improving developmental trajectories. While initial diagnoses met DSM-III-R criteria, most children no longer qualified by elementary school, despite persistent language and social challenges.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
- Autism Spectrum Disorder Research
Background:
- High-functioning autism (HFA) presents unique developmental challenges.
- Longitudinal outcomes for HFA require further elucidation.
- Understanding HFA progression informs early intervention and support.
Purpose of the Study:
- To describe the developmental journey of children with HFA from infancy through preadolescence.
- To analyze the long-term course of HFA in children with IQs above 70.
- To identify persistent challenges despite diagnostic remission.
Main Methods:
- Retrospective chart review of 15 children diagnosed with HFA between 1981-1992.
- Data collection included clinical records, parent correspondence, academic data, and child self-reports.
- Analysis focused on changes in diagnostic criteria (DSM-III-R) and symptom persistence.
Main Results:
- All participants initially met DSM-III-R criteria for autism.
- By middle elementary school, none met the full DSM-III-R criteria for autism.
- Children continued to exhibit language disturbances, social deficits, and unique behaviors.
Conclusions:
- Children with HFA and IQ > 70 demonstrate a positive, albeit varied, developmental course.
- Diagnostic remission is possible, but underlying challenges often persist.
- Ongoing support is crucial for addressing residual language and social difficulties in HFA.