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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Kotsopoulou Angelique, Georgiou Anastasia, Gyftogianni Aikaterini, Gyftogianni Maria, Florou Irene, Palaiodimou Eleonora, Troupou Antigoni, Koumanioti Efthimia
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DOI:10.17265/2159-5542/2017.04.001
Day Centre for Children with Developmental Disorders, Messolonghi, Greece
The present study addresses three problem areas among preschool children with ASD (Autism Spectrum Disorder): co-occurring psychiatric problems, speech-language and feeding difficulties, and progress of low functioning (globally retarded) children in most areas of development. Fifty children with ASD (mean age 3 years) were studied. Three therapists of different disciplines (the first to see and treat the children) examined carefully the files of the children, tests, notes and ΕΔΑΛΦΑ (special multidisciplinary tool) to classify the problems of the children. All children presented with co-occurring psychiatric problems such as: externalization 74%, ADH 54%, internalization 52%. Children in the average intelligence presented with higher levels of ADH (attention deficit hyperactivity problems) difficulties. Most children presented more than two co-morbitities, but contrary to our hypothesis, low functioning children presented with fewer co-morbitities. Four speech language pathologists (those who saw and evaluated the children when they were first enrolled in therapy) after meticulous study of the children’s files, notes, tests and ΕΔΑΛΦΑ records found the following: all children (100%) presented with receptive and expressive language problems, a high proportion (64%) had developmental dyspraxia (verbal and oral), 18% never developed speech (all of them had oral dyspraxia), 28% had phonological disorder and 28% feeding difficulties. Thirty two children received therapy for almost two years (mean 21.90 months) and had one to three ΕΔΑΛΦΑ re-evaluations. The average range of progress made ranged from 15.41 months (psychosocial development) to 26.34 months (everyday living skills). Even children globally retarded (RAVEN < 60) made progress 4.63 months (expressive language) to 18.57 months (cognitive development). Intelligence and receptive language skills were highly correlated with progress.
ASD (Autism Spectrum Disorder), preschool children, co-occurring psychiatric problems, language deficits, therapy, progress, high and low functioning children
Kotsopoulou Angelique, Georgiou Anastasia, Gyftogianni Aikaterini, Gyftogianni Maria, Florou Irene, Palaiodimou Eleonora, Troupou Antigoni, & Koumanioti Efthimia. (2017). Longitudinal Study of High and Low Functioning Preschool Children with ASD and the Progress Made Following Therapeutic Intervention. Psychology Research, 7(4), 205-218.
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