Ying-Chia Kao, Jessica M. Kramer, Kendra Liljenquist, Feng Tian, Wendy J. Coster; 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. Am J Occup Ther 2012;66(5):607–616. https://doi.org/10.5014/ajot.2012.004218
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© 2020 American Occupational Therapy Association
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.
What is the level of functional performance of children and youths with autism (ASD) and co-occurring conditions as measured by the revised PEDI–CAT Social/Cognitive, Daily Activities, and Responsibility domains?
How does the performance of children and youths with ASD compare with that of children and youths with IDD and children without disabilities?
How does functional performance as measured by the PEDI–CAT vary by age cohort?
The PEDI–CAT Social/Cognitive, Daily Activities, and Responsibility domains can differentiate children with ASD from children without disabilities.
The PEDI–CAT can be used to identify the need for services to support effective management of daily life activities and routines for children and youths with ASD and IDD.
Different impairment profiles may not result in different performance profiles in children and youths with disabilities.
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