Poster D74, Monday, March 27, 8:00 – 10:00 am, Pacific Concourse
Development of Language and Social Behaviors in School-Age Children with Autism
Nicholas Woo-VonHoogenstyn1,2, Philip Lai3; 1Salk Institute, 2UC San Diego, 3Wisconsin-Madison
Three school-age groups, High Functioning Autism (HFA) group (9-13), a Young Typically Developing (TD) group (6-8), and age-matched Typically Developing (TD) group (9-13), were compared to assess three language measures and two behavioral scores. A one-way ANOVA compared the three IQ scores (full-scale, performance, verbal). Significant differences for FSIQ (p=.003) and VIQ (p<.001) were observed with the HFA group scoring lower than both the TD groups. As expected, the two TD groups showed no differences. Next, we analyzed the language measures and the groups did not show a significant difference when using complex syntax or evaluative devices. A difference was observed for morphological errors, the HFA group produced more errors than the age-matched TD group (p=.03). For the behavioral measures, the HFA group produced fewer positive-facial-expressions than the age-matched TD group (p<.001). In this study, the HFA group and the younger TD group exhibit similar aspects of language and affective social interaction output. Although there are differences in IQ between the three groups, the HFA group scored within the normal IQ range; therefore, the differences in behaviors are not attributable to IQ. These findings suggest that the HFA group experience a developmental delay when compared to age-matched TDs. Future studies should identify the age range at which HFA children match their age-matched peers. By studying the differences in these developmental age groups, we can better understand the developmental trajectory within the HFA group.
Topic Area: LANGUAGE: Other