Identifier

etd-04052014-154919

Degree

Master of Arts (MA)

Department

Psychology

Document Type

Thesis

Abstract

ASD is marked by significant delays in social and language development, while development in other areas, such as cognitive functioning, can be highly variable from person to person. Though preschool-aged children with ASD often exhibit a profile of developmental delays similar to children with other developmental disorders at a discrete moment in time, few studies have investigated possible differences in rate of skill acquisition in developmental domains in children with different disorders. Sensitive periods of development are marked by less stability in performance of developmental skills. Results of prior studies suggest that if appropriate early interventions are applied during sensitive stages of development or periods in which individuals with ASD exhibit particular responsivity to interventions in certain domains (e.g. motor or language development), rate of skill acquisition increases. This study uses repeat administrations of the Battelle Developmental Inventory, Second edition (BDI-2) to investigate developmental profile and rate of skill development of atypically developing toddlers with and without Autism Spectrum Disorder who are receiving individualized early intervention services through Louisiana’s EarlySteps program. Additionally, the relationship between severity of autistic symptomatology and development as measured by the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) and subsequent BDI-2 scores is explored.

Date

2014

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Matson, Johnny Lee

DOI

10.31390/gradschool_theses.4274

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Psychology Commons

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