Les modèles de perte et de gain de communication signalés par les parents chez les enfants de 1 à 2 ans ne sont pas propres au trouble du spectre de l'autisme

Aperçu: G.M. 

Un plus grand nombre d'enfants , âgés de 1 à 2 ans, diagnostiqués ultérieurement avec autisme comparés aux enfants avec difficultés de langage et enfants sans autisme ni troubles du langage perdent des compétences dans plus d'un domaine : Trouble du spectre autistique (47%), troubles du langage (15%, p = 0,0003), développement typique (16%, p <0,001) . La perte était la plus fréquente chez tous les groupes dans le domaine de «l'émotion et du regard», mais avec une proportion plus élevée chez les enfants autistes (27%, troubles du langage (12%, p = 0,03), développement typique = 0,03)). Une proportion plus élevée d'enfants avec trouble du spectre de l'autisme a également perdu des compétences gestuelles  (p = 0,01), en sons (p = 0,009) et en compréhension (p = 0,004) par rapport aux enfants ayant un développement typique mais pas avec ceux ayant une altération du langage.

Autism. 2017 Apr;21(3):344-356. doi: 10.1177/1362361316644729. Epub 2016 Jul 8.

Parent-reported patterns of loss and gain in communication in 1- to 2-year-old children are not unique to autism spectrum disorder

Brignell A^1,2, Williams K^1,2,3, Prior M¹, Donath S^1,2, Reilly S^2,4, Bavin EL⁵, Eadie P¹, Morgan AT^1,2.

Author information

1

1 The University of Melbourne, Australia.

2

2 Murdoch Childrens Research Institute, Australia.

3

3 The Royal Children's Hospital, Australia.

4

4 Menzies Health Institute Queensland, Australia.

5

5 La Trobe University, Australia.

Abstract

We compared loss and gain in communication from 1 to 2 years in children later diagnosed with autism spectrum disorder (n = 41), language impairment (n = 110) and in children with typical language development at 7 years (n = 831). Participants were selected from a prospective population cohort study of child language (the Early Language in Victoria Study). Parent-completed communication tools were used. As a group, children with autism spectrum disorder demonstrated slower median skill gain, with an increasing gap between trajectories compared to children with typical development and language impairment. A proportion from all groups lost skills in at least one domain (autism spectrum disorder (41%), language impairment (30%), typical development (26%)), with more children with autism spectrum disorder losing skills in more than one domain (autism spectrum disorder (47%), language impairment (15%, p = 0.0003), typical development (16%, p < 0.001)). Loss was most common for all groups in the domain of 'emotion and eye gaze' but with a higher proportion for children with autism spectrum disorder (27%; language impairment (12%, p = 0.03), typical development (14%, p = 0.03)). A higher proportion of children with autism spectrum disorder also lost skills in gesture (p = 0.01), sounds (p = 0.009) and understanding (p = 0.004) compared to children with typical development but not with language impairment. These findings add to our understanding of early communication development and highlight that loss is not unique to autism spectrum disorder.

KEYWORDS:

autism spectrum disorder; communication; language; regression; skill loss; trajectory

PMID: 27178996

DOI: 10.1177/1362361316644729