RESUMO
BACKGROUND: Children with Autistic Disorder (AD) evidence more co-occurring maladaptive behaviours than their typically developing peers and peers with intellectual disability because of other aetiologies. The present study investigated the prevalence of Clinically Significant maladaptive behaviours during early childhood and identified at-risk subgroups of young children with AD. METHOD: Parents rated their child's maladaptive behaviours on the Child Behaviour Checklist (CBCL) in 169 children with AD aged 1.5 to 5.8 years. RESULTS: One-third of young children with AD had a CBCL Total Problems score in the Clinically Significant range. The highest percentage of Clinically Significant scores were in the Withdrawal, Attention, and Aggression CBCL syndrome scales. There was a high degree of co-morbidity of Clinically Significant maladaptive behaviours. Several subject characteristic risk factors for maladaptive behaviours were identified. CONCLUSIONS: Findings highlight the need to include behavioural management strategies aimed at increasing social engagement, sustained attention and decreasing aggressive behaviour in comprehensive intervention programmes for young children with AD.
Assuntos
Transtorno Autístico/epidemiologia , Transtornos do Comportamento Infantil/epidemiologia , Transtorno Autístico/psicologia , Transtornos do Comportamento Infantil/psicologia , Pré-Escolar , Comorbidade , Etnicidade/psicologia , Etnicidade/estatística & dados numéricos , Feminino , Humanos , Lactente , Controle Interno-Externo , Entrevista Psicológica/métodos , Masculino , Pais , Prevalência , Fatores de Risco , Índice de Gravidade de Doença , Distribuição por Sexo , Estados Unidos/epidemiologiaRESUMO
The purpose of this study was to evaluate the use of standardized psychoeducational diagnostic instruments to identify learning disabilities in students with sensorineural hearing impairments. Nineteen students were evaluated: 14 males and 5 females between the ages of 7 and 13. Results indicated that 12 were functioning at grade level, 2 had cognitive delays, and 2 had learning disabilities. Of the 3 remaining students, 2 had unilateral hearing loss and 1 had a precipitous high-frequency hearing loss; these students were used as controls. Students with hearing impairment were found to demonstrate learning disabilities with a frequency similar to that found in students with normal hearing. These results suggest that standardized instruments can be used effectively to identify learning disabilities in students with sensorineural hearing loss.
