University of California San Francisco
Felicia Widjaja
University of California San Francisco
Stephen Bent
University of California San Francisco
China Parenteau
University of California San Francisco
Michael G. McDonald
Oak Hill School
Robert L. Hendren
University of California San Francisco
Abstract
Objective: To examine the average change over time in behavior, social skills, and quality of life for autistic individuals, and to investigate any potential associations between the outcomes.
Methods: This six-year longitudinal cohort study included 50 participants (aged 7-19 years) with autism spectrum disorder (ASD) from a specialized school. Evaluations for Aberrant Behavior Checklist (ABC), Social Responsiveness Scale (SRS) and Pediatric Quality of Life (PedsQL) 4.0 were completed by parents and teachers every 3 months. Mixed-effects models were used to detect significant changes in the mean ABC, SRS and PedsQL across timepoints, and to examine any longitudinal relationships between the outcomes.
Results: There were statistically significant improvements in the mean teacher-reported ABC (p=0.002), parent-reported SRS (p=0.006), teacher-reported SRS (p=0.003), and PedsQL (p<0.001) over time for all participants, but not for parent-reported ABC (p=0.5). There were significant longitudinal associations between PedsQL and parent-reported ABC (p=0.03), and between PedsQL and SRS (parent: p=0.03; teacher: p=0.001) within an individual.
Conclusions: The significant improvement in behavior, social responsiveness, and quality of life in these autistic children and young adults suggests that the specialized learning environment may have been beneficial. It also highlights the importance of providing collaborative and personalized therapeutic care and education programs for the ASD population.
Keywords: autism spectrum disorder, social skills, behavior, quality of life, school
