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Autism Research and Treatment
Volume 2011 (2011), Article ID 759289, 7 pages
http://dx.doi.org/10.1155/2011/759289
Research Article

Cognitive Skills of Young Children with and without Autism Spectrum Disorder Using the BSID-III

1Hospital Education Program, University of Virginia Health System, Charlottesville, VA 22908, USA
2Kluge Children's Rehabilitation Center and Research Institute, University of Virginia Children’s Hospital, 2270 Ivy Road, Charlottesville, VA 22903, USA
3Department of Community Medicine, West Virginia University, WV 26506, USA
4Department of Pediatrics, University of Virginia, VA 22908, USA

Received 8 October 2010; Accepted 4 January 2011

Academic Editor: David Posey

Copyright © 2011 Carolyn Long et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Objective. The purpose of the study was to compare the cognitive skills of young children diagnosed with autism spectrum disorder (ASD) to same-aged peers referred for possible developmental delays or behavioral concerns using the Bayley Scales of Infant Development-Third Edition. Method. A retrospective chart review was conducted of 147 children ages 16 to 38 months who were referred to a diagnostic clinic for developmental evaluation. Children with ASD were compared to those without ASD with respect to cognition and language outcomes, both overall and by age. Results. While language skills in children with ASD were more significantly delayed than language skills in children without ASD, there was less discrepancy in the cognitive skills of children with and without ASD. Conclusion. Formal cognitive assessment of children with ASD can provide guidance for developmental expectations and educational programming. Cognitive skills of children with ASD may be underappreciated.