Skill acquisition and task responsibility in children with autism: an item level analysis of the PEDI-CAT
Saulnier, Michelle Erika
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Objective: This study examined differences in the age when the performance of a daily activity is considered easy for a child and the age when the child can take on most responsibility for the corresponding task. A sample of children with autism was compared to a normative sample. Methods: This was a secondary analysis of PEDI-CAT data from an autism sample (n=356) and a normative sample (n=2,205). Children (ages 3-21) were classified into one of six age groups. Crosstabs were conducted to determine the age group when 50% of parents in each sample reported that a Daily Activity item was "easy" and when 50% reported their child took "most responsibility" for a corresponding Responsibility item. Visual analysis examined differences in these two points. Results: Parents of children and youth with autism reported that the majority of Daily Activities were "easy" at a later age group compared to the normative sample. "Most responsibility" also was reached a later age group in the ASD sample or not reached at all. Conclusion: For children and youth with and without autism, there is an age gap between when relevant skills are mastered and when they take responsibility for managing the overall task.
Thesis (M.S.)--Boston University