PMID- 34315330
OWN - NLM
STAT- MEDLINE
DCOM- 20220704
LR  - 20220707
IS  - 1744-4144 (Electronic)
IS  - 1385-4046 (Linking)
VI  - 36
IP  - 5
DP  - 2022 Jul
TI  - School-entry language skills as predictors of concurrent and future academic, 
      social, and adaptive skills in kindergarteners with ASD.
PG  - 899-920
LID - 10.1080/13854046.2021.1950211 [doi]
AB  - OBJECTIVE: This study compared language profiles of children with autism spectrum 
      disorder (ASD) and typically developing (TD) children at kindergarten-entry and 
      investigated whether kindergarten-entry language scores were predictive of 
      concurrent and future academic achievement, peer interactions, and adaptive 
      skills in children with ASD. METHOD: Participants included 97 children (62 
      children with ASD; 35 TD children) assessed at kindergarten-entry and -exit. 
      Language abilities were assessed using the Children's Communication Checklist-2 
      (CCC-2). Children with ASD and TD children's language scores were compared at 
      baseline, and the ASD group was followed longitudinally. Regression analyses were 
      performed to compare language scores between ASD and TD groups and to predict 
      concurrent and future functional skills from kindergarten-entry language scores 
      for children with ASD. RESULTS: Children with ASD demonstrated significantly more 
      impairments across all scales of the CCC-2 at kindergarten-entry compared to TD 
      children. Within the ASD group, kindergarten-entry pragmatic language 
      significantly predicted concurrent math and reading achievement. Both 
      syntactic/semantic and pragmatic domains significantly predicted 
      kindergarten-exit reading performance; pragmatics significantly predicted 
      kindergarten-exit math performance. Pragmatics also predicted concurrent and 
      kindergarten-exit peer play. Syntax/semantics significantly predicted concurrent 
      adaptive communication skills, whereas pragmatics significantly predicted 
      concurrent adaptive daily living and socialization skills, as well as 
      kindergarten-exit socialization skills. CONCLUSIONS: School-entry language 
      abilities can serve as a valuable predictor of functional outcomes across the 
      kindergarten year for cognitively-able children with ASD. Results highlight the 
      need to target early language abilities to maximize academic, social, and 
      adaptive skills.
FAU - McKernan, Elizabeth P
AU  - McKernan EP
AUID- ORCID: 0000-0002-3001-5794
AD  - Department of Psychiatry, Weill Cornell Medical College, White Plains, NY, USA.
FAU - Kim, So Hyun
AU  - Kim SH
AUID- ORCID: 0000-0003-4269-0866
AD  - Department of Psychiatry, Weill Cornell Medical College, White Plains, NY, USA.
LA  - eng
PT  - Journal Article
PT  - Research Support, Non-U.S. Gov't
DEP - 20210727
PL  - England
TA  - Clin Neuropsychol
JT  - The Clinical neuropsychologist
JID - 8806548
SB  - IM
MH  - *Autism Spectrum Disorder
MH  - Child
MH  - Humans
MH  - Language
MH  - Neuropsychological Tests
MH  - Schools
MH  - Semantics
OTO - NOTNLM
OT  - Autism spectrum disorder
OT  - academic achievement
OT  - adaptive skills
OT  - language
OT  - peer interaction
OT  - transition to kindergarten
EDAT- 2021/07/29 06:00
MHDA- 2022/07/06 06:00
CRDT- 2021/07/28 05:30
PHST- 2021/07/29 06:00 [pubmed]
PHST- 2022/07/06 06:00 [medline]
PHST- 2021/07/28 05:30 [entrez]
AID - 10.1080/13854046.2021.1950211 [doi]
PST - ppublish
SO  - Clin Neuropsychol. 2022 Jul;36(5):899-920. doi: 10.1080/13854046.2021.1950211. 
      Epub 2021 Jul 27.