Research Article  |   September 2012
Comparing the Functional Performance of Children and Youths With Autism, Developmental Disabilities, and No Disability Using the Revised Pediatric Evaluation of Disability Inventory Item Banks
Author Affiliations
  • Ying-Chia Kao, MA, OTR, is Doctoral Candidate, Doctoral Program in Rehabilitation Sciences, Department of Occupational Therapy, Boston University, 635 Commonwealth Avenue, SAR 552, Boston, MA 02215; yckao@bu.edu
  • Jessica M. Kramer, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, Boston University, Boston
  • Kendra Liljenquist is Doctoral Student, Doctoral Program in Rehabilitation Sciences, Department of Occupational Therapy, Boston University, Boston
  • Feng Tian, PhD, is Assistant Professor, Health and Disability Research Institute, School of Public Health, Boston University, Boston
  • Wendy J. Coster, PhD, OTR/L, FAOTA, is Professor, Department of Occupational Therapy, Boston University, Boston
Article Information
Autism/Autism Spectrum Disorder / Pediatric Evaluation and Intervention / Rehabilitation, Participation, and Disability / Instrument Development
Research Article   |   September 2012
Comparing the Functional Performance of Children and Youths With Autism, Developmental Disabilities, and No Disability Using the Revised Pediatric Evaluation of Disability Inventory Item Banks
American Journal of Occupational Therapy, September/October 2012, Vol. 66, 607-616. doi:10.5014/ajot.2012.004218
American Journal of Occupational Therapy, September/October 2012, Vol. 66, 607-616. doi:10.5014/ajot.2012.004218
Abstract

OBJECTIVE. We compared the functional performance of children with autism spectrum disorders (ASD), intellectual and developmental disabilities (IDD), and without disabilities using the revised Pediatric Evaluation of Disability Inventory–Computer Adaptive Test (PEDI–CAT) Social/Cognitive, Daily Activities, and Responsibility domains.

METHOD. A nationally representative sample of parents of children ages 0–21 without disabilities (n = 2,205), with ASD (n = 108), or with IDD (n = 150) completed an online survey. We obtained predicted PEDI–CAT scaled scores for three reference ages (5, 10, 15) from a modified analysis of covariance model and compared each group’s scores using contrasts of the regression parameters.

RESULTS. We found no significant differences between the ASD and IDD groups. The group with ASD demonstrated significantly lower performance than the group without disabilities across the three domains at ages 10 and 15.

CONCLUSION. Scores on the PEDI–CAT differentiated the group with ASD from the group without disabilities. Children with ASD and IDD did not demonstrate different performance profiles.