Neuropsychiatric Disease and Treatment (Jan 2024)

Predicting Communication Skills Outcomes for Preschool Children with Autism Spectrum Disorder Following Early Intervention

  • Kauley N,
  • John JR,
  • Barr KR,
  • Wu WT,
  • Grove R,
  • Masi A,
  • Eapen V

Journal volume & issue
Vol. Volume 20
pp. 35 – 48

Abstract

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Nadine Kauley,1,* James Rufus John,1,2,* Karlen R Barr,3 Weng Tong Wu,1 Rachel Grove,4 Anne Masi,1 Valsamma Eapen1– 3 1School of Clinical Medicine, University of New South Wales, Sydney, NSW, Australia; 2Ingham Institute of Applied Medical Research, Liverpool, NSW, Australia; 3South Western Sydney Local Health District, Liverpool, NSW, Australia; 4School of Public Health, University of Technology Sydney, Sydney, NSW, Australia*These authors contributed equally to this workCorrespondence: Valsamma Eapen, ICAMHS, L1 MHC, Liverpool Hospital, Elizabeth Street, Liverpool, NSW, 2170, Australia, Tel +61 2 96164205, Email [email protected]: This study aims to assess changes in the receptive and expressive language skills and to determine if the baseline characteristics such as communication, cognitive and motor skills, predict outcomes in preschool children with Autism Spectrum Disorder (ASD) following early intervention.Methods: We recruited 64 children participating in the Early Start Denver Model (ESDM) early intervention program at an Autism Specific Early Learning and Care Center (ASELCC) in Australia. Baseline characteristics across various developmental domains was measured using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behaviour Scales, 2nd Edition (VABS-II), and the ESDM Curriculum Checklist. Linear mixed-effects models were used to examine the effects of the intervention on outcomes. Fixed-effects such as time, groups (verbal and minimally verbal), and time-by-group interactions were assessed whilst adjusting for covariates. Further, multiple linear regression models were used to determine if the baseline characteristics were significant predictors of the outcomes following the early intervention.Results: Among the 64 children who participated in this study, 38 children were verbal, whereas 26 were deemed to have minimal verbal skills. The mean age of the sample was 4.1 years with a significant male predilection (83%) and from a culturally and linguistically diverse (CALD) background (64%). Findings of the linear mixed effects model showed significant within and between group differences in the ESDM subscales, indicating higher magnitude of changes in the verbal group compared to the minimally verbal group. Finally, the multiple linear regression models suggested that baseline MSEL visual reception and expressive language scores were predictive of changes in the ESDM receptive and expressive communication scores.Conclusion: Understanding a child’s baseline skill levels may provide valuable clues regarding what interventions would work best, or which interventions may be less suitable for individual preschool-aged children with ASD.Keywords: autism, early intervention, learning skills, early childhood

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